group discussion case studies samples

A Step-by-Step Guide To Case Discussion

By ashi jain.

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Are you comfortable in Decision Making in a given situation How aptly you analyze the situation with a logical approach How much time do you take in arriving at a decision How good are you in taking the rightful course of action

Solved Example:

Hari, the only working member of the family has been working an organization for 25 years. His job required long standing hours. One day, while working, he lost his leg in an accident. The company paid for his medical reimbursement.

Since he was a hardworking employee; the company offered him another compensatory job. He refused by saying, ‘Once a Lion, always a Lion’. As an HR, what solution would you suggest?

Identification of the Problem:

Obvious: accident, refusal of job, only earning member, his attitude, and inability to do his current job Hidden: the reputation of the company at stake, the course of action might influence other employees

Action Plan:

As an HR, you are first expected to check the company records and find out how a similar case has been dealt with in the past. Second, you need to take cognizance of the track record of the employee highlighted by the keyword ‘hardworking’.

Given the situation at hand, he is deemed unfit for his current role. However, the problem arises because of his attitude towards the compensatory job. Hence, in such a case, counselling is required.

Here, three levels of Counselling is required: 1. Ist level is with Hari 2. IInd level of counselling is required with the Union Leader (if any) to keep the collective interest and the reputation of the company in mind 3. IIIrd level of counselling is required with his family members as they constitute of the afflicted party

If the counselling does not work, one should also identify a contingency plan or Plan B. In this case, the Contingency Plan would be – hire someone from his family for a compensatory role.

Note that the following options are out of scope and should be avoided: 1. Increase Hari’s salary so that he gives in and agrees to do the compensatory job 2. Status Quo – do not bother as long as the Company is making a profit 3. Replace Hari with someone else

1. Pinpoint the key issues to be solved and identify their cause and effects

2. Start broad and try to work through a range of issues methodically

3. Connect the facts and evidence and focus on the big picture

4. Discuss any trade-offs or implications of your proposed solution

5. Relate your conclusion back to the problem statement and make sure you have answered all the questions

1. Do not be anxious if you are not able to understand the situation well or unable to justify the problem. Read again, a little slowly, it will help you understand better.

2. Do not jump to conclusions; try to move systematically and gradually.

3. Do not panic if you are unable to analyze the situation. Listen carefully to others as the discussion starts, it will help you gauge the problem at hand.

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Writing A Case Study

Case Study Examples

Brilliant Case Study Examples and Templates For Your Help

15 min read

An Overview of Case Studies

A case study is a research method used to study a particular individual, group, or situation in depth. It involves analyzing and interpreting data from a variety of sources to gain insight into the subject being studied.

Case studies are often used in psychology, business, and education to explore complicated problems and find solutions. They usually have detailed descriptions of the subject, background info, and an analysis of the main issues.

The goal of a case study is to provide a comprehensive understanding of the subject. Typically, case studies can be divided into three parts, challenges, solutions, and results.

Here is a case study sample PDF so you can have a clearer understanding of what a case study actually is:

Case Study Sample PDF

How to Write a Case Study Examples

Learn how to write a case study with the help of our comprehensive case study guide.

Case Study Examples for Students

Quite often, students are asked to present case studies in their academic journeys. The reason instructors assign case studies is for students to sharpen their critical analysis skills, understand how companies make profits, etc.

Below are some case study examples in research, suitable for students:

Case Study Example in Software Engineering

Qualitative Research Case Study Sample

Software Quality Assurance Case Study

Social Work Case Study Example

Ethical Case Study

Case Study Example PDF

These examples can guide you on how to structure and format your own case studies.

Struggling with formatting your case study? Check this case study format guide and perfect your document’s structure today.

Business Case Study Examples

A business case study examines a business’s specific challenge or goal and how it should be solved. Business case studies usually focus on several details related to the initial challenge and proposed solution.

To help you out, here are some samples so you can create case studies that are related to businesses:

Here are some more business case study examples:

Business Case Studies PDF

Business Case Studies Example

Typically, a business case study discovers one of your customer's stories and how you solved a problem for them. It allows your prospects to see how your solutions address their needs.

Medical Case Study Examples

Medical case studies are an essential part of medical education. They help students to understand how to diagnose and treat patients.

Here are some medical case study examples to help you.

Medical Case Study Example

Nursing Case Study Example

Want to understand the various types of case studies? Check out our types of case study blog to select the perfect type.

Psychology Case Study Examples

Case studies are a great way of investigating individuals with psychological abnormalities. This is why it is a very common assignment in psychology courses.

By examining all the aspects of your subject’s life, you discover the possible causes of exhibiting such behavior.

For your help, here are some interesting psychology case study examples:

Psychology Case Study Example

Mental Health Case Study Example

Sales Case Study Examples

Case studies are important tools for sales teams’ performance improvement. By examining sales successes, teams can gain insights into effective strategies and create action plans to employ similar tactics.

By researching case studies of successful sales campaigns, sales teams can more accurately identify challenges and develop solutions.

Sales Case Study Example

Interview Case Study Examples

Interview case studies provide businesses with invaluable information. This data allows them to make informed decisions related to certain markets or subjects.

Interview Case Study Example

Marketing Case Study Examples

Marketing case studies are real-life stories that showcase how a business solves a problem. They typically discuss how a business achieves a goal using a specific marketing strategy or tactic.

They typically describe a challenge faced by a business, the solution implemented, and the results achieved.

This is a short sample marketing case study for you to get an idea of what an actual marketing case study looks like.

Here are some more popular marketing studies that show how companies use case studies as a means of marketing and promotion:

“Chevrolet Discover the Unexpected” by Carol H. Williams

This case study explores Chevrolet's “ DTU Journalism Fellows ” program. The case study uses the initials “DTU” to generate interest and encourage readers to learn more.

Multiple types of media, such as images and videos, are used to explain the challenges faced. The case study concludes with an overview of the achievements that were met.

Key points from the case study include:

Using a well-known brand name in the title can create interest.
Combining different media types, such as headings, images, and videos, can help engage readers and make the content more memorable.
Providing a summary of the key achievements at the end of the case study can help readers better understand the project's impact.

“The Met” by Fantasy

“ The Met ” by Fantasy is a fictional redesign of the Metropolitan Museum of Art in New York City, created by the design studio Fantasy. The case study clearly and simply showcases the museum's website redesign.

The Met emphasizes the website’s features and interface by showcasing each section of the interface individually, allowing the readers to concentrate on the significant elements.

For those who prefer text, each feature includes an objective description. The case study also includes a “Contact Us” call-to-action at the bottom of the page, inviting visitors to contact the company.

Key points from this “The Met” include:

Keeping the case study simple and clean can help readers focus on the most important aspects.
Presenting the features and solutions with a visual showcase can be more effective than writing a lot of text.
Including a clear call-to-action at the end of the case study can encourage visitors to contact the company for more information.

“Better Experiences for All” by Herman Miller

Herman Miller's minimalist approach to furniture design translates to their case study, “ Better Experiences for All ”, for a Dubai hospital. The page features a captivating video with closed-captioning and expandable text for accessibility.

The case study presents a wealth of information in a concise format, enabling users to grasp the complexities of the strategy with ease. It concludes with a client testimonial and a list of furniture items purchased from the brand.

Key points from the “Better Experiences” include:

Make sure your case study is user-friendly by including accessibility features like closed captioning and expandable text.
Include a list of products that were used in the project to guide potential customers.

“NetApp” by Evisort

Evisort's case study on “ NetApp ” stands out for its informative and compelling approach. The study begins with a client-centric overview of NetApp, strategically directing attention to the client rather than the company or team involved.

The case study incorporates client quotes and explores NetApp’s challenges during COVID-19. Evisort showcases its value as a client partner by showing how its services supported NetApp through difficult times.

Provide an overview of the company in the client’s words, and put focus on the customer.
Highlight how your services can help clients during challenging times.
Make your case study accessible by providing it in various formats.

“Red Sox Season Campaign,” by CTP Boston

The “ Red Sox Season Campaign ” showcases a perfect blend of different media, such as video, text, and images. Upon visiting the page, the video plays automatically, there are videos of Red Sox players, their images, and print ads that can be enlarged with a click.

The page features an intuitive design and invites viewers to appreciate CTP's well-rounded campaign for Boston's beloved baseball team. There’s also a CTA that prompts viewers to learn how CTP can create a similar campaign for their brand.

Some key points to take away from the “Red Sox Season Campaign”:

Including a variety of media such as video, images, and text can make your case study more engaging and compelling.
Include a call-to-action at the end of your study that encourages viewers to take the next step towards becoming a customer or prospect.

“Airbnb + Zendesk” by Zendesk

The case study by Zendesk, titled “ Airbnb + Zendesk : Building a powerful solution together,” showcases a true partnership between Airbnb and Zendesk.

The article begins with an intriguing opening statement, “Halfway around the globe is a place to stay with your name on it. At least for a weekend,” and uses stunning images of beautiful Airbnb locations to captivate readers.

Instead of solely highlighting Zendesk's product, the case study is crafted to tell a good story and highlight Airbnb's service in detail. This strategy makes the case study more authentic and relatable.

Some key points to take away from this case study are:

Use client's offerings' images rather than just screenshots of your own product or service.
To begin the case study, it is recommended to include a distinct CTA. For instance, Zendesk presents two alternatives, namely to initiate a trial or seek a solution.

“Influencer Marketing” by Trend and WarbyParker

The case study "Influencer Marketing" by Trend and Warby Parker highlights the potential of influencer content marketing, even when working with a limited budget.

The “Wearing Warby” campaign involved influencers wearing Warby Parker glasses during their daily activities, providing a glimpse of the brand's products in use.

This strategy enhanced the brand's relatability with influencers' followers. While not detailing specific tactics, the case study effectively illustrates the impact of third-person case studies in showcasing campaign results.

Key points to take away from this case study are:

Influencer marketing can be effective even with a limited budget.
Showcasing products being used in everyday life can make a brand more approachable and relatable.
Third-person case studies can be useful in highlighting the success of a campaign.

Marketing Case Study Example

Marketing Case Study Template

Now that you have read multiple case study examples, hop on to our tips.

Tips to Write a Good Case Study

Here are some note-worthy tips to craft a winning case study

Define the purpose of the case study This will help you to focus on the most important aspects of the case. The case study objective helps to ensure that your finished product is concise and to the point.
Choose a real-life example. One of the best ways to write a successful case study is to choose a real-life example. This will give your readers a chance to see how the concepts apply in a real-world setting.
Keep it brief. This means that you should only include information that is directly relevant to your topic and avoid adding unnecessary details.
Use strong evidence. To make your case study convincing, you will need to use strong evidence. This can include statistics, data from research studies, or quotes from experts in the field.
Edit and proofread your work. Before you submit your case study, be sure to edit and proofread your work carefully. This will help to ensure that there are no errors and that your paper is clear and concise.

There you go!

We’re sure that now you have secrets to writing a great case study at your fingertips! This blog teaches the key guidelines of various case studies with samples. So grab your pen and start crafting a winning case study right away!

Having said that, we do understand that some of you might be having a hard time writing compelling case studies.

But worry not! Our expert case study writing service is here to take all your case-writing blues away!

With 100% thorough research guaranteed, our professional essay writing service can craft an amazing case study within 6 hours!

So why delay? Let us help you shine in the eyes of your instructor!

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Dr. Barbara is a highly experienced writer and author who holds a Ph.D. degree in public health from an Ivy League school. She has worked in the medical field for many years, conducting extensive research on various health topics. Her writing has been featured in several top-tier publications.

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This Is What You Need to Know to Pass Your Group Case Interview

Last Updated January, 2024

If you’re on this page, chances are you’ve been told you’re scheduled for a group interview.

After practicing for weeks to get good at cracking a normal case interview, hearing you have a group interview might make you feel like you’ve scaled a huge mountain only to find that there’s an even higher peak beyond it that you need to climb.

Group case interviews present some different challenges than individual cases, but if you know what those challenges are, you can overcome them.

We’ll tell you how.

In this article, we’ll cover what a group case interview is, why consulting firms use them, the key to passing your group interview, and tell you the 6 tips on group interviews you need to know.

If this is your first time to MyConsultingOffer.org, you may want to start with this page on Case Interview Prep . But if you’re ready to learn everything you need to know to pass a group case, you’re in the right place.

Let’s get started!

What is a Group Case Interview?

The group needs to come to a collective point of view on what the client’s problem is, how to structure their analysis, and what the final recommendation should be.

The group should also agree on how the analysis of the case will be conducted at a high level, but the actual number-crunching will need to be divided between group members in order to complete the work in the allotted time.

The group’s analysis and recommendation will be presented to one or more interviewers.

Why Do Consulting Firms Use Group Case Interviews?

It can feel difficult to trust your team members when you know that you’re all competing for the same job, but that’s what the group case is about — it tests teamwork skills in a high-stakes environment.

Management consultants are hired to solve big, thorny business problems, ones that require the work of multiple people to solve.

While there is a hierarchy on consulting teams with a partner leading the work, consulting partners simultaneously manage multiple clients or multiple studies at one large client.

They won’t work with your team every day and in their absence, the team still needs to be able to work together effectively.

Even if a partner is leading a team’s problem-solving discussion, each consultant has a responsibility to make sure the team’s best thinking is being put forward to help the client.

Ideas are both expected from each member of the team and valued.

Even the newest analyst has a contribution to make.

T he analyst may have been the person to analyze the data and therefore be closest to the information that will drive the solution to the problem.

The flat power-structure of the team makes it critical that each consultant works well with others on teams.

In assessing each member of a group case team, interviewers will ask themselves:

Does each of the recruits listen as well as lead?

Are they open to other peoples’ ideas?

Can they perform independent analysis and interpret what impact their work has on the overall problem the team is trying to solve?

Can they persuade team members of their points of view?

The Key to Passing the Group Case: Make Sure Your Group Is Organized

A group case must be solved by going through the same 4 steps as individual cases : the opening, structuring the problem, the analysis, and the recommendation.

Your team should break down the time you have to solve the case into time allotted to each of these steps to ensure you don’t spend too long in one area and not reach a recommendation.

Make sure the team agrees on a single statement of the client’s problem.

Take the time for everyone to read the materials, take notes, and suggest what they think is the key question(s) that need to be solved in this case.

Write it on a whiteboard or somewhere else to ensure there’s agreement. You can’t solve the problem together if you don’t agree on what the problem is.

Usually, someone in the group will take the lead on organizing the group.

If no one does, this is your opportunity to demonstrate your leadership and teamwork skills, but if there are people fighting over the leadership position (unlikely since everyone is on their “best behavior”), then contribute and don’t worry that you aren’t “leading” the discussion just yet.

Create a clear, MECE structure to analyze the problem.

This is even more important to solving a group case than an individual one because you need to make sure that when the group breaks up so each member can perform part of the analysis, all the issues are covered and there’s not duplicated effort between team members.

After your group structures the problem, split up the analysis that needs to be done between members of the group.

If no one suggests breaking up the analysis, then volunteer the idea. Be sure to explain how each person’s piece fits into the team effort.

Each person should do their analysis independently to ensure there is sufficient time to complete all the required tasks, though the team should regroup briefly if someone has a problem they need help with or comes up with an insight that could influence the work other group members are doing.

While you do your own analysis, you’ll need to demonstrate you understand the bigger picture by involving your teammates, sharing how your findings impacts their work, and articulating how all the insights lead to an answer to the client’s problem.

After everyone has completed their analysis, the group should come back together so everyone can report their results and the group can collectively come to a recommendation to present to interviewers.

In addition to the normal 4 parts of the case, group cases usually require you to present your recommendation to the interviewer(s).

Be sure to build time into your schedule for creating slides, deciding who presents what, and practicing your delivery.

Many groups fail because they begin their presentation without deciding who has which role.

In consulting, this is like going into a client meeting without knowing who is presenting which slide to the client and makes your team look unprofessional.

Presentation

Start with your recommendation and then provide the key pieces of analysis and/or reasoning that support it.

Again, the work will need to be divided between team members to ensure you get slides written in the allotted time.

For more information on writing good slide presentations, see Written Case Interview page.

6 Tips to Pass Your Group Case Interview

Tip 1: organize your team.

A disorganized team will not be able to complete their analysis and develop a strong recommendation in the time allotted.

See the previous section for the steps the group needs to complete to solve the case.

If someone else does take charge, don’t fight for control.

Show leadership by making points that help to move the team’s problem solving forward, not fighting so that it goes backwards.

Tip 2: Move the Problem-Solving Forward

With multiple team members trying to contribute and express their point of view, it’s possible to have a lot of discussion without getting closer to a solution to the client’s business problem. You can overcome this by:

Summing up what the team has agreed on so far,
Providing insight into how the team’s discussion impacts the problem you’re tasked with solving, and/or
Steering the team to discuss the next steps.

If it feels like the team is rehashing the same topics, use these options to move the problem solving forward.

Tip 3: Make Fact-Based Decisions

It’s okay to disagree with team members but always disagree like a consultant. Challenge teammates’ ideas with data, not opinions.

If there is analysis that needs to be done to determine which point of view is correct, table the discussion until the analysis has been completed.

Tip 4: Don't Steamroll Teammates

As mentioned earlier, consulting teams value the ideas and input of every team member.

Because of this, cutting off, interrupting or talking over other team members is more likely to get you turned down for a consulting job than hired.

The quality of your contribution to group discussions is more important than the quantity (or air time) you consume.

Demonstrate your collaboration and interpersonal skills.

Tip 5: Remain Confident When the Team Presents

Keep your poker face on even if your teammates don’t make every point the way you would have made it.

Like steamrolling teammates in discussions, frowning or shaking your head as they present will make it look like you’re not a team player.

Tip 6: Remember, Everyone Can Get Offers

In many jobs, there is only one position open.

At consulting firms, a class of new analysts and associates is hired each year.

There aren’t quotas regarding hiring only one person from a group interview team, so working cooperatively to solve the problem is a better strategy than undermining other members of your group to appear smarter than they are.

We’ve seen group interviews where no one gets a job offer and that can be because teammates undermine each other.

Don’t Over-Invest in Prepping for a Group Case Study Interview

Like the written case interview , group cases come up infrequently.

The 2 most common types of case interviews are individual interviews: the candidate-led interview or the interviewer-led interview.

In the candidate-led interview , the recruit is responsible for moving the problem solving forward. After they ensure they understand the problem and structure how they’d approach solving it, they pick one piece of the problem to start drilling down on first. Candidate-led cases are commonly used by Bain and BCG.

In the interviewer-led interview , the interviewer will suggest the first part of the case a recruit should probe after they have presented their opening and structured the problem. Interviewer-led interviews are commonly used by McKinsey .

Because individual cases are much more common than group cases, don’t spend time preparing for a group case unless you’re sure you’ll have one.

If you’re invited to take part in a group case interview, your preparation on individual cases will ensure you have a good approach cracking the case.

At this point, we hope you feel confident you can pass your group case interview.

In this article, we’ve covered what a group case interview is, why consulting firms use them, the key to passing your group interview, and the 6 tips on group interviews you need to know.

Still have questions?

If you have more questions about group interviews, leave them in the comments below. One of My Consulting Offer’s case coaches will answer them.

People prepping for a group case interview have also found the following other pages helpful:

Case Interview Math ,
Written Case Interview , and
Bain One Way Interview .

Help with Case Study Interview Preparation

Thanks for turning to My Consulting Offer for advice on case study interview prep. My Consulting Offer has helped almost 85% of the people we’ve worked with get a job in management consulting. We want you to be successful in your consulting interviews too.

If you want a step-by-step solution to land more offers from consulting firms, then grab the free video training series below. It’s been created by former Bain, BCG, and McKinsey Consultants, Managers and Recruiters.

It contains the EXACT solution used by over 500 of our clients to land offers.

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3 Top Strategies to Master the Case Interview in Under a Week

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Structuring the Case Discussion

Well-designed cases are intentionally complex. Therefore, presenting an entire case to students all at once has the potential to overwhelm student groups and lead them to overlook key details or analytic steps. Accordingly, Barbara Cockrill asks students to review key case concepts the night before, and then presents the case in digestible “chunks” during a CBCL session. Structuring the case discussion around key in-depth questions, Cockrill creates a thoughtful interplay between small group work and whole group discussion that makes for more systematic forays into the case at hand.

Barbara Cockrill , Harold Amos Academy Associate Professor of Medicine

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CBCL provides students the opportunity to apply course material in new ways. For this reason, you might consider not sharing the case with students beforehand and having them experience it in class with fresh eyes.
Chunk cases so students can focus on case specifics and gradually build-up to greater complexity and understanding.
Introduce variety into case-based discussions. Integrate a mix of independent work, small group discussion, and whole group share outs to keep students engaged and provide multiple junctures for students to get feedback on their understanding.
Instructor scaffolding is critical for effective case-based learning ( Ramaekers et al., 2011 )
This resource from the Harvard Business School provides suggestions for questioning, listening, and responding during a case discussion .
This comprehensive resource on “The ABCs of Case Teaching” provides helpful tips for planning and “running” your case .

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Experiencing the Case as a Student Team

Regulating the Flow of Energy in the Classroom

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Designing Focused Discussions for Relevance and Transfer of Knowledge

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What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

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 studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

Provide new or unexpected insights into the subject
Challenge or complicate existing assumptions and theories
Propose practical courses of action to resolve a problem
Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

Exemplify a theory by showing how it explains the case under investigation
Expand on a theory by uncovering new concepts and ideas that need to be incorporated
Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Normal distribution
Degrees of freedom
Null hypothesis
Discourse analysis
Control groups
Mixed methods research
Non-probability sampling
Quantitative research
Ecological validity

Research bias

Rosenthal effect
Implicit bias
Cognitive bias
Selection bias
Negativity bias
Status quo bias

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Discussion Tools: Case Studies

Instructional tools that promote active, participatory learning are widely recognized as the most effective way to engage trainees, convey knowledge, develop skills, and change attitudes.

What is Research Ethics

Why Teach Research Ethics

Animal Subjects

Biosecurity

Collaboration

Conflicts of Interest

Data Management

Human Subjects

Peer Review

Publication

Research Misconduct

Social Responsibility

Stem Cell Research

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Descriptions of educational settings , including in the classroom, and in research contexts.

Case Studies

Other Discussion Tools

Information about the history and authors of the Resources for Research Ethics Collection

Case studies are a tool for discussing scientific integrity. Although one of the most frequently used tools for encouraging discussion, cases are only one of many possible tools. Many of the principles discussed below for discussing case studies can be generalized to other approaches to encouraging discussion about research ethics. Cases are designed to confront readers with specific real-life problems that do not lend themselves to easy answers. Case discussion demands critical and analytical skills and, when implemented in small groups, also fosters collaboration (Pimple, 2002). By providing a focus for discussion, cases help trainees to define or refine their own standards, to appreciate alternative approaches to identifying and resolving ethical problems, and to develop skills for analyzing and dealing with hard problems on their own. The effective use of case studies is comprised of many factors, including:

appropriate selection of case(s) (topic, relevance, length, complexity)
method of case presentation (verbal, printed, before or during discussion)
format for case discussion (Email or Internet-based, small group, large group)
leadership of case discussion (choice of discussion leader, roles and responsibilities for discussion leader)
outcomes for case discussion (answers to specific questions, answers to general questions, written or verbal summaries)

It should be noted that ethical decision-making is a process rather than a specific correct answer. In this sense, unethical behavior is defined by a failure to engage in the process of ethical decision-making. It is always unacceptable to have made no reasonable attempt to define a consistent and defensible basis for conduct.

Leading Case Discussions

For the sake of time and clarity of purpose, it is essential that one individual have responsibility for leading the group discussion. As a minimum, this responsibility should include:

Reading the case aloud.
Defining, and re-defining as needed, the questions to be answered.
Encouraging discussion that is "on topic".
Discouraging discussion that is "off topic".
Keeping the pace of discussion appropriate to the time available.
Eliciting contributions from all members of the discussion group.
Summarizing both majority and minority opinions at the end of the discussion.

How should cases be analyzed?

Many of the skills necessary to analyze case studies can become tools for responding to real world problems. Cases, like the real world, contain uncertainties and ambiguities. Readers are encouraged to identify key issues, make assumptions as needed, and articulate options for resolution. In addition to the specific questions accompanying each case, readers might consider the following questions:

Who are the affected parties (individuals, institutions, a field, society) in this situation?
What interest(s) (material, financial, ethical, other) does each party have in the situation? Which interests are in conflict?
Were the actions taken by each of the affected parties acceptable (ethical, legal, moral, or common sense)? If not, are there circumstances under which those actions would have been acceptable? Who should impose what sanction(s)?
What other courses of action are open to each of the affected parties? What is the likely outcome of each course of action?
For each party involved, what course of action would you take, and why?
What actions could have been taken to avoid the conflict?

If consensus is not possible, then written or oral summaries should reflect majority and minority opinions.

Is there a right answer?

ACCEPTABLE SOLUTIONS: Most problems will have several acceptable solutions or answers, but it will not always be the case that a perfect solution can be found. At times, even the best solution will still have some unsatisfactory consequences. UNACCEPTABLE SOLUTIONS: While more than one acceptable solution may be possible, not all solutions are acceptable. For example, obvious violations of specific rules and regulations or of generally accepted standards of conduct would typically be unacceptable. However, it is also plausible that blind adherence to accepted rules or standards would sometimes be an unacceptable course of action.

Bebeau MJ with Pimple KD, Muskavitch KMT, Borden SL, Smith DH (1995): Moral Reasoning in Scientific Research: Cases for Teaching and Assessment . Indiana University.
Elliott D, Stern JE (1997): Research Ethics - A Reader. University Press of New England, Hanover, NH.
OEC Resources: Cases
Ellison, Karin and Karin Wellner. (2013) Research, Ethics, and Society Cases: Discussion Guide , Online Ethics Center.
The Case Method , Center for Innovation in Teaching & Learning, University of Illinois at Urbana-Champaign
Herreid CF: National Center for Case Study Teaching in Science, State University of New York at Buffalo. This comprehensive site offers methodology, a case study collection, case study teachers, workshops, and links to additional resources. https://web.archive.org/web/20071006070923/http://ublib.buffalo.edu/libraries/projects/cases/case.html
Korenman SG, Shipp AC (1994): Teaching the Responsible Conduct of Research through a Case Study Approach: A Handbook for Instructors. Association of American Medical Colleges, Washington, DC.
Macrina FL (2005): Scientific Integrity: An Introductory Text with Cases. 3rd edition, American Society for Microbiology Press, Washington, DC.
National Academy of Sciences (2009): On Being a Scientist: Responsible Conduct in Research . 3rd Edition. Publication from the Committee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. National Academy Press, Washington DC.
Penslar RL, ed. (1995): Research Ethics: Cases and Materials. Indiana University Press, Bloomington, IN.
Pimple, KD (2002): Using Case Studies in Teaching Research Ethics
Pimple KD (2002): Using Small Group Assignments in Teaching Research Ethics
Schrag B, ed. (1996-2007): Graduate Research Ethics: Cases and Commentaries , Volumes 1-7, Association for Practical and Professional Ethics, Bloomington, Indiana.

The Resources for Research Ethics Education site was originally developed and maintained by Dr. Michael Kalichman, Director of the Research Ethics Program at the University of California San Diego. The site was transferred to the Online Ethics Center in 2021 with the permission of the author.

Related Resources

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This material is based upon work supported by the National Science Foundation under Award No. 2055332. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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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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Practice Case Studies: Long

The Exotic Melons: You are the manager (Worldwide Sales Cock and Bull Melons) in a Dubai-based company that deals in selling exotic fruits. Cock and Bull Melons are a special variety of melons that can be cultivated only on the sandy dunes surrounding the Cock and Bull oasis in the Sahara desert. Worldwide demand and supply have been quite stable so far at 100 melons a year, with the supply being just sufficient to cover the demand. Cock and Bull Melons have traditionally been sold to the sheikhs in the Middle East, and Hollywood and Bollywood actors and actresses. Their exorbitant prices take them out of reach of common people. In January 2002, the research centre at Punjab Agricultural University (PAU), India discovers that Cock and Bull melons can cure the fatal MarGaya syndrome in pregnant women, which kills both he mother and the child. Also, it can cure the fatal MaraGaya syndrome in diabetic patients. Both these symptoms are very rare. Unfortunately for you, in May 2002, the MaraGaya syndrome strikes 2000 people in America and the MarGaya syndrome strikes 1000 pregnant women in Sweden. 100 Cock and Bull melons are required to cure the 1000 cases in America while 100 are required to cure the Swedish problem. You know that the patients in both the countries cannot afford the high cost of Cock and Bull melon treatment. You also know that the revenues from treating patients would be much lower than selling them to sheikhs and film stars. You are in a real dilemma. What would you do?
Confidential Information? Mr. SecretKeeper is a Corporate Head (HR) in a company. He is very nice and gets along well with all people. People often consult him for help and advice. One person (named “Mr. A”) approaches him for a job because he is right now jobless. Mr. SecretKeeper takes the guy's qualifications and asks him to come after a week however, since no job available. He keeps frequently postponing the job offer. Mr. A keeps visiting the HR head, Mr. Secret Keeper, often and becomes his close friend. Then, one day, Mr. A confides with the HR Head “I was in prison for 18 years for a crime that I had not committed. With two years remaining of the sentence, I ran away from jail. Even now, police is in look out for me.” Mr. SecretKeeper tells the person to go home and that he would give him a job. However as soon as he leaves, Mr. SecretKeeper calls up the police and gives the details of Mr. A and asks them to arrest Mr. A. Because of this betrayal of trust by the HR head, people in the organisation have started losing faith in him. A senior person in the office complains to the VP that the Mr. Secret Keeper has “broken faith”, so others could not come to him. Assume that you are the VP of the company. What would you do about the situation?
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In a fix! You are the young dynamic, blue-eyed boy (girl) in a firm, which is a known leader in the industrial oils business. Under your leadership, the company has done extremely well in a slow, sluggish, mature market and has also effectively warded off competition from the superior industrial oil segment. However, as a young blooded individual, you decide that the company should branch into something more glamorous and contemporary. You manage to convince the top management to get into the film-making business. The film-making business is started as another division, where the systems and processes are kept the same to have uniformity across businesses. You manage to hire top talent in this field Mr. A, Mr. B and Mr. C from different competitors. You have big hopes from the trio as these people have come together as a team for the first time. You grant every freedom to these people to recruit their own subordinates. Barely a month after the film-making business has started, you are in a fix! Mr. B throws his cap, sheds a zillion tears and tells you in a choked voice that he would rather die than continue with your business. A couple of months later Mr. C blames your policies and quits. Your six monthly profit and loss statement shows that film-making business had been a horrific disaster. The only remaining member of the star trio, Mr. A says that the business is slightly out of form and that he might deliver if you grant him complete freedom. You can now see your own future as dark as the industrial oils your company specializes in. You are wondering what went wrong and what should you do now?

Tension on the job: Sujit Bhattacharyya (Bhola) had been an exceptionally bright student throughout his studies at IIT-Kharagpur. He devoted four years in pursuit of academic excellence. He had very few friends. Few peers liked him, but he was the darling of all his professors. Bhola joined TELCO from the campus as production supervisor in charge of vehicle assembly. Bhola used to manage shop floor operations consisting of truck assembly and in a shift 30-33 operator used to report to him. The IQ level of a typical operator could be compared to that of a class VIII student, but years of experience had made them confident about their job. GRAB THE OFFER: Kick start Your Preparations with FREE access to 25+ Mocks, 75+ Videos & 100+ Chapterwise Tests. Sign Up Now The operators, by virtue of doing the same job for so many years, had developed a highly robotic style of functioning and were highly resistant to change. The trade union was powerful and exercised a lot of leverage with the management, to secure incentives and overtime payment, which were fixed at a uniform rate across the departments. Nilesh was an operator in charge of front axle assembly. The number of trucks that rolled out of the factory was equal to the number of axles assembled. Thus, Nilesh was looking after a highly sensitive assembly operation. Nilesh, lately, had lost a lot of money in the stock market, had frequent quarrels with his wife and many times used to come drunk to the shop floor. His abrasive behavior had caused a lot of worry to Bhola. Nilesh also started absenting himself from duty and became casual in his approach. Subsequently, Nilesh was transferred to the quality control department to reduce his physical workload. Bhola found it very difficult to find a suitable replacement for Nilesh in the assembly area. He had to frequently interchange workers who were unable to cope with the high pressure work at the axle assembly. They deliberately started going slow, and thereby, affected productivity. Bhola did his best to pinpoint the problem. He was under tremendous pressure from the top to increase productivity to previous levels. The workers started demanding additional incentives and overtime payments. The management, on the other hand, was opposed to any change in the incentive structure. Bhola was helpless. He tried his best and at times did the work himself. The workers, sensing that Bhola had little control over them, became more aggressive and further slowed their work. Bhola suffered an emotional breakdown and had to stay away from work for two months. Discuss what the main issues in the case are and what would be your approach in this situation.
Tuna-Tuna Lactuna!: The Minicoy Canning Factory (henceforth MCF) was set up by the Lakshadweep administration in 1969 with an aim to step up fishery production, provide employment and enable fishermen to sell their excess fish for better returns. MCF could produce only up to 150,000 cans per year because of labour constraint. However, due to excess production, by September 2001, MCF had accumulated an unsold inventory of 150,000 cans amounting to Rs. 12,807,700. In 2001, 64,322 cans were sold resulting in a turnover of Rs. 6,302,500 and a profit of Rs. 810,380. Competition for MCF came from Integrated Fisheries Project (henceforth IFP), a government undertaking set up with an aim to introduce and popularize diversified fishery products in rural and urban markets. MCF canned a type of tuna called Skipjack tuna, whose meat was harder and different in taste as compared to Yellow fin tuna canned by IFP. The distributors felt that higher price of Skipjack tuna was the culprit for lower sales vis-à-vis IFP. The higher price was on account of higher overheads for MCF attributed to lower volumes. IFP also had a stronger dealer network and a much larger promotion budget. The demand for canned tuna is concentrated in upcountry areas. However, the sale of MCF's tuna to these regions has been low. Sales enquiries had also been received from the Middle East, but no action had been taken on them. Markets other than the retail market were also being explored. The management of MCF was pondering over what the problem was and what could be done to resolve it amicably, both in the short term as well as in the longer term.
Et tu Brutus!: Yahan Gadbad Inc. is a reputed multinational that specialized in organizing beauty pageants. The protagonists of this piece, besides you (of course), are Mr. Bhartus, the HR Manager and Mr. BigMouth, the flamboyant hospitality manager. Mr. BigMouth has been in Yahan Gadbad Inc. for over a decade now, during which he has successfully organized half a dozen pageants at exotic locales around the world. People in Yahan Gadbad swear by his integrity and professionalism and he has been the role model in the company for the last decade. Mr. Bhartus and Mr. BigMouth were good friends. One day after they had had a drink too many, Mr. BigMouth said to Mr. Bhartus, “Bhartu, I have something to confess to you. Bhartu dear, please listen to me as a friend and not as an HR manager”. “Of course Biggie!” said Mr. Bhartus, “I have big stomach. I can digest any secret”. Mr. BigMouth then said, “Do you remember the pageant we had in Polynesian Islands? You know, Bhartu the human heart is frail. I kind of got bowled over by a contestant. We had a week of debauchery. I rigged the contest to help her get the second runners up title”. In spite of the promise made to Mr. BigMouth, Mr. Bhartus comes to you (President, Yahan Gadbad Inc.) with the information. You think aloud, “Damn! What do I do now? The HR department handles confidential information and this fool could not keep a secret. On the other hand… God! Please guide me!”
Student's BIG problem: In an institute AIM, the students' council is selected by a voting wherein each student is allocated a vote for each position in the council. The council is supposed to undertake activities of students' interests. Each student pays Rs. 50 per year towards council dues. Extending the brief of the council, it decides to add responsibilities and projects. As a first, it introduces a scheme for students wherein it provides them stationary and hosiery at a subsidized price. This is to be done on a no-profit no-loss basis. Initially, it is done only for a select group of students as a pilot exercise. Extending in the first month, the council has a sale of Rs.3500. They make a profit of Rs. 300. Seeing this, the council decides to expand its store for the complete instituted. They buy goods worth Rs.15000 for the first time and Rs 10000 the second time. In order to buy these goods, it takes loan of Rs.8000 at an interest of 18% per annum. Rumors of bungling of money start floating around the campus. Some council members are alleged to have taken money from the store and the council funds. As a result of these rumors, some students begin to boycott the council and start to doubts its intentions. In addition, they allege that the store was supposed to be on a no profit no-loss basis, but still it aimed at earning profits. On complaints to the institute authorities, the store is closed for business till further notice, pending an internal investigation into the matter. As a result of the store closure, the council is left with stocks of Rs.13500. In addition, the council also has to repay Rs. 8000 plus interest to the financial institution. In the present scenario, what could be the possible solutions?

The Video Games Case You are the CEO of a large, diversified entertainment company. A division of your firm manufactures video games. The division is the third largest manufacturer of hardware in the industry and has a 10% market share, with the top two having 40% and 35% respectively. The industry growth has been strong, though over the last few months, the overall industry sales growth has slowed a bit. The division's sales have increased rapidly over the last year from a relatively small base. Current estimate is annual sales of 500,000 units for your division. The selling price of the basic Video Game unit (hardware) is Rs. 1000. The current cost of manufacturing a unit is Rs. 700, excluding the marketing costs. The top two competitors are estimated to have a 10 to 15% cost advantage currently. The division currently exceeds corporate return requirements; however, margins have recently been falling. The product features are constantly developed (e.g., new type of remote joy stick), to appeal to the segments of the market. However, the division estimates much of the initial target market (young families) has now purchased the video game hardware. No large new user segments have been identified . Recently, a request has come to you, the CEO, for approval of Rs. 20 Cr. for tripling the division's capacity. The requested expansion will also reduce the cost of manufacture by 5 to 7 % from the present value. Should you approve the expansion?
Bow Bow! You are the General Manager (Procurement) in a large, international trading firm, Idhar Udhar Inc. Your current responsibilities involve procurement of rats, dogs and cats from the dark interiors of Africa and selling them at a profit in developed countries as pets. Of these products, dogs are extremely seasonal, being available only from the middle of May to the end of August. You are expecting a bumper season this time around. Also, the price of dogs in the developed countries being at an all time high, you are expecting record profits which would, in a swift move, also put your career on the fast track. Bang in the middle of the procurement season, an internal audit reveals that Mr. Ghotala Doggy, your star manager (Procurement Dogs) has siphoned off Rs. 20,000 from company funds. Mr. Doggy has excellent relations with the suppliers and you know that it would be impossible to meet targets without him. On your questioning, Mr. Doggy reveals that he had taken the money for paying the medical bills of his daughter, Ms. Bitchy Doggy, who was seriously ill. Following this incident, audits were conducted in other divisions and irregularities were found there also. However, since your division was the first where such an incident took place, people are looking at you to set a precedent. Your company lays extreme emphasis on personal integrity and this is the first time in the company's century old history that such an incident has occurred. What would you do?
The Dilemma! You are the GM (HR) of a small firm involved in manufacturing and selling AM/FM radios. Of late, sales of radios have declined due to emergence of TV, Cable etc. The main departments are the production, marketing and accounting. Bharat is a clerk in the accounting department. He has been with the company for 15 years now. He knows the job well, but of late, is increasingly coming late for work. He is married with two children and he cites family problems as the cause of late arrival on job. Every time he promises to mend his ways, but has not done so till date. Om is the production supervisor. He has been with the company since its inception 30 years ago and commands a lot of respect from his workers. But, age is catching up on him fast. Also, the much younger workers are increasingly questioning and resisting his authority. If chucked out of the job, it might be difficult for him to find another job at his age. He is due to retire in another two years. Jai is a young MBA in marketing from a major B-School. He joined the company a year ago and started new advertising and marketing campaigns, at a tremendous cost to the company. His plans met with initial success, but then the sales were back to its initial levels. He handles the company's dealers in the northern region. But, his initial success seems to have gone to his head. He increasingly feels discontented when some of his new ideas are turned down by the higher management. Jagdish is a marketing executive with the company for the last 6 years. Though not an MBA, he was still hired for the job due to his sharp acumen. In the years to follow, with an increasing mumber of MBA's joining the company, he was denied promotion last year. This caused bouts of deep depression, from which he recovered after two months. After that, he has been complacent in his work and sometimes even rude to the customers. In a desperate cost-cutting measure, your company decides that it must reduce the workforce as a first measure. These four are the possible candidates for job termination. You, as a group, have to decide how many you will sack, which ones, and why?

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Group case interviews: what to expect and how to prepare

It's no secret that leading consulting firms use case interviews to evaluate candidates before extending offers. But over the last several years, group case interviews have become more common at top firms like McKinsey, Deloitte, and EY.

Group case interviews demand the same analytical and communication skills as normal case interviews , but they take things a step further. They also evaluate a candidate's ability to work well with others in a high-pressure team environment.

In this guide, we'll examine group case interviews, their different formats, and key tips you can use to maximise your chances of getting a job offer. Here's an overview:

What is a group case interview?
Group case interview process
Group case interview preparation
Group case interview tips
Group case interview examples

Click here to practise 1-on-1 with MBB ex-interviewers

1. what is a group case interview ↑.

A group case interview is a case interview performed by a team of 3-6 candidates. The cases themselves are similar to what you'd find in a normal case interview, but the added challenge is solving it collaboratively as a team.

Group case interviews are usually not used in the first round and typically come up in the second or final round of interviews. For example, PWC uses group case interviews for their Super Day (e.g. Assessment Centre), which is usually held during the second round of interviews.

To fully understand group case interviews, it's critical to first understand normal case interviews. If you'd like to learn more about the fundamentals of case interviews, check out our ultimate guide to case interviews .

Like in normal case interviews, the quality of your analysis and communication will be important in group case interviews. But, you will also be evaluated on additional collaboration and interpersonal skills.

You should approach a group case interview like you're solving a real business problem with your team. Don't focus on the fact that you are competing with the other candidates. Instead, concentrate on working together to come up with the best solution possible.

The consulting firm may actually award multiple offers to members of your group, so your first priority should be developing a great solution.

As a general rule, if something would be helpful and positive in a real work environment, it will probably reflect well on you during a group case interview. Similarly, if something would be rude or unhelpful in the real world, don't do it during your interview.

Let's now look at the process you can expect when facing a group case interview.

2. Group case interview process ↑

A. types of group case interviews.

First, it's important to know that there are different types of group case interviews. Each firm, and even different internal groups or geographies, may approach group interviews differently. But in our experience, there are two primary formats:

Interview format
Presentation format

The interview format uses a similar style of questions as normal case interviews. But with these, you would be working through the process with a group of 2-5 other candidates.

Presentation format requires you to analyse provided materials, in order to prepare a presentation with your group. After preparing, your team will present to a panel of interviewers, who will typically ask follow-up questions for a few minutes.

To further clarify the process, let's look at each of these two formats in more detail. Before you read the snapshot of each format below, it's worth noting that the details can vary, so check with your recruiter ahead of time if you're already in the application process.

B. Interview format

Here's a snapshot of what you can typically expect with the interview-format, group case interview:

Candidates get divided into groups of 3 to 6
Each group is given information about a case (i.e. a client facing a problem)
You are given 10 minutes to review the materials by yourself or with another person in your group
You are then asked to discuss a few questions with your group, for about 20 minutes in front of your interviewers
Finally, the interviewers will ask a few questions to the group for 15 to 20 minutes

Okay, now let's take a look at the presentation format, which has some similarities and also important differences.

C. Presentation format

Here's what you can typically expect with a presentation-format, group case interview:

You are given 1 hour to review, and prepare a group presentation
An interviewer will watch during your prep time, but they won't intervene
Your group delivers a 15-minute presentation to a panel of interviewers
After you present, the interviewers will ask questions for 15-20 minutes

After reviewing the details on each format above, you should have a pretty good idea of what to expect in your upcoming group case interview. As an additional note, for any type of case interview where you need to analyse written case materials, you may benefit from the tips outlined in our written case interview guide . Now let's turn our attention to preparation.

3. Group case interview preparation ↑

There are a few things you should do to prepare for your group case interview, that can make a huge difference in your performance.

Some of these steps apply to both group case interviews and normal case interviews , while others are specific to group case interviews.

Use the steps below, to help you maximise your chances of success:

A. Become really confident at maths.

Similar to normal case interviews, being able to perform maths calculations quickly and accurately, can mean the difference between an offer and no offer.

Check out our free guide for case interview maths if you'd like to learn more.

B. Develop a consistent method for cracking cases.

If you can't solve a case on your own, you probably won't know where to start in a group case interview. So it's important that you have this foundation.

C. Practice cases out loud.

For a group case interview, the ideal preparation would be to do mock interviews with a group of 3-5 other people. This might be possible if you are in a consulting club, professional organisation, or if you have a great network.

However, if this isn't realistic for you, you can still practice by yourself. Just ask and answer case questions out loud. This may feel odd at first, but it will help you hone your thinking and communication.

D. Learn from every mistake you make

During practice for both group case interviews and normal case interviews, you'll want to go for quality over quantity.

For example, successful candidates find it more valuable to do 20 cases thoughtfully than to rush through 40 cases. A great way to do this is by keeping a notebook, where you write down mistakes and improvement opportunities after each case. Then you can check your progress by re-doing old cases later. This will help you make sure you’re headed in the right direction.

E. Learn how you come across to others

A central focus of group case interviews is to evaluate interpersonal skills. You'll want to put your best foot forward and come across as someone the interviewers would like to work with.

It's very difficult to objectively evaluate your own tone and communication style. As a result, it can be really helpful to ask friends and colleagues for feedback.

Ask them to be honest, and you may be surprised what you learn. Now is the time to identify if you have any tendencies that sound abrasive, dismissive, etc. You'll want to be aware of these, so you can work on them before your interview.

F. Practice the art of debate

I would consider this an optional preparation step, but it could give you a leg-up on your competition.

An important skill for a group case interview is the ability to persuade others with grace and supporting evidence. Great consultants are skilled at communicating with tact and can disagree with a client in a way that creates a positive impression.

A good way to practice this type of communication is through academic style debate. Perhaps you can get involved with a local debate club, or participate in a Toastmasters event. Or, simply initiate a discussion with a friend.

4. Group case interview tips ↑

Now that we've reviewed preparation steps, let's turn our focus to the day of the interview. Here are 8 tips to follow during your group case interview, that can really set you apart from other candidates.

Tip #1: Speak with a purpose

A lot of candidates will want to speak their mind as they know participating is important. But, participation alone is not enough.

The QUALITY of your input is crucial. Sometimes, it's better to let two or three people speak first, and then make a very thoughtful point based on how they started the discussion.

Focus more on the quality of your input, and less on the quantity.

Tip #2: Involve everyone

Keep an eye on who's participating in the conversation and who's not.

If you identify a member of the group who's struggling to make themselves heard, you should not hesitate to help them by saying something like: "We haven't heard everyone's opinion on this yet. John, Rebecca what do you think?".

This is a sign of leadership, and will also help you develop a more thoughtful and balanced solution.

Tip #3: Summarise

Plan to summarise key points. This can be done during team discussion, when answering case questions, or when delivering a presentation.

Summarising will position you as the person bringing everyone together. It will also contribute to better alignment within the group and clearer communication with interviewers.

This is a skill used by partners in real-world conversations with clients. You should aim to do this at least once or twice during your interview.

Tip #4: Anticipate questions

This is most helpful for interviews that include a group presentation. However, it could also help you prepare for follow-ups to a normal case question.

While preparing your analysis, you may notice some weaknesses. It's good to carve out a couple of minutes, to think through potential challenges from the interviewers.

It can also be helpful to ask yourself questions, like "if I was hearing this for the first time, what would I ask about?". The interviewers won't always ask the questions you most expect, but if they do, you'll be prepared with a thoughtful response.

Tip #5: Don't be easy to read

A group interview is a good time to use your poker face.

Everyone is stressed, but you need to come across as confident. A good way to do this is to focus on basic body language: look at people in the eye, sit confidently, don't cross your arms, etc.

Tip #6: Don't Interrupt others

Consultants need to be client-friendly, and interrupting someone in a discussion is not client-friendly at all.

You should listen carefully to what others are saying. Try to have a genuine interest in what they think. Before making your point, summarise their point to show that you understand what they mean.

Tip #7: Don't spend too much time reading

It's important to understand the case materials, but if you're not careful it could consume your full preparation time.

A great way to prepare efficiently is to first scan through the provided materials and form one or two initial hypotheses. Then you can search for specific data points that confirm or disprove it before you finalise your approach.

Tip #8: Don't dominate speaking time

Some candidates are so eager to participate that they end up completely dominating the rest of the group without realising it. Don't be that person!

A practical way of avoiding this is to keep an eye on how much time you talk. If you are in a 5-person group you should aim to speak 20% (1/5th) of the time and really no more than 25%.

Interviewers pay close attention to this, so be intentional about balancing your speaking time. Not too much, not too little.

5. Group case interview examples ↑

At the end of the day, a business case is a business case.

You may solve the case independently or with a team. The content will vary, and the amount of data provided can differ, but the basic premise remains the same.

As a result, you can prepare for a group case interview, by practicing with cases from normal case interviews.

When searching for sample cases, it can be really difficult to know where to start. Especially when the quality of cases is unclear. That's why we put together this list of the best free practice cases available .

It contains links to cases provided directly by leading consulting firms like McKinsey, BCG, Bain, and more. It also contains case books from consulting clubs at leading target schools, like Harvard, London Business School, and MIT. This list is a great place to go for example cases.

6. Mock interviews

The best way to improve at case interviews is to practise interviewing out loud, and you can do that in three main ways:

Interview yourself (out loud)
Practise interviewing with friends or family
Practise interviewing with ex-interviewers

Practising by yourself is a great way to get started, and can help you get more comfortable with the flow of a case interview. However, this type of practice won’t prepare you for realistic interview conditions.

After getting some practice on your own, you should find someone who can do a mock interview with you, like a friend or family member.

We’d also recommend that you practise 1-1 with ex-interviewers from top consulting firms . This is the best way to replicate the conditions of a real case interview, and to get feedback from someone who understands the process extremely well.

Click here to book your mock case interview.

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7 Favorite Business Case Studies to Teach—and Why

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Case Teaching
Course Materials

FEATURED CASE STUDIES

The Army Crew Team . Emily Michelle David of CEIBS

ATH Technologies . Devin Shanthikumar of Paul Merage School of Business

Fabritek 1992 . Rob Austin of Ivey Business School

Lincoln Electric Co . Karin Schnarr of Wilfrid Laurier University

Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth . Gary Pisano of Harvard Business School

The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron . Francesca Gino of Harvard Business School

Warren E. Buffett, 2015 . Robert F. Bruner of Darden School of Business

To dig into what makes a compelling case study, we asked seven experienced educators who teach with—and many who write—business case studies: “What is your favorite case to teach and why?”

The resulting list of case study favorites ranges in topics from operations management and organizational structure to rebel leaders and whodunnit dramas.

1. The Army Crew Team

Emily Michelle David, Assistant Professor of Management, China Europe International Business School (CEIBS)

“I love teaching The Army Crew Team case because it beautifully demonstrates how a team can be so much less than the sum of its parts.

I deliver the case to executives in a nearby state-of-the-art rowing facility that features rowing machines, professional coaches, and shiny red eight-person shells.

After going through the case, they hear testimonies from former members of Chinese national crew teams before carrying their own boat to the river for a test race.

The rich learning environment helps to vividly underscore one of the case’s core messages: competition can be a double-edged sword if not properly managed.

Executives in Emily Michelle David’s organizational behavior class participate in rowing activities at a nearby facility as part of her case delivery.

Despite working for an elite headhunting firm, the executives in my most recent class were surprised to realize how much they’ve allowed their own team-building responsibilities to lapse. In the MBA pre-course, this case often leads to a rich discussion about common traps that newcomers fall into (for example, trying to do too much, too soon), which helps to poise them to both stand out in the MBA as well as prepare them for the lateral team building they will soon engage in.

Finally, I love that the post-script always gets a good laugh and serves as an early lesson that organizational behavior courses will seldom give you foolproof solutions for specific problems but will, instead, arm you with the ability to think through issues more critically.”

2. ATH Technologies

Devin Shanthikumar, Associate Professor of Accounting, Paul Merage School of Business

“As a professor at UC Irvine’s Paul Merage School of Business, and before that at Harvard Business School, I have probably taught over 100 cases. I would like to say that my favorite case is my own, Compass Box Whisky Company . But as fun as that case is, one case beats it: ATH Technologies by Robert Simons and Jennifer Packard.

ATH presents a young entrepreneurial company that is bought by a much larger company. As part of the merger, ATH gets an ‘earn-out’ deal—common among high-tech industries. The company, and the class, must decide what to do to achieve the stretch earn-out goals.

ATH captures a scenario we all want to be in at some point in our careers—being part of a young, exciting, growing organization. And a scenario we all will likely face—having stretch goals that seem almost unreachable.

It forces us, as a class, to really struggle with what to do at each stage.

After we read and discuss the A case, we find out what happens next, and discuss the B case, then the C, then D, and even E. At every stage, we can:

see how our decisions play out,

figure out how to build on our successes, and

address our failures.

The case is exciting, the class discussion is dynamic and energetic, and in the end, we all go home with a memorable ‘ah-ha!’ moment.

I have taught many great cases over my career, but none are quite as fun, memorable, and effective as ATH .”

3. Fabritek 1992

Rob Austin, Professor of Information Systems, Ivey Business School

“This might seem like an odd choice, but my favorite case to teach is an old operations case called Fabritek 1992 .

The latest version of Fabritek 1992 is dated 2009, but it is my understanding that this is a rewrite of a case that is older (probably much older). There is a Fabritek 1969 in the HBP catalog—same basic case, older dates, and numbers. That 1969 version lists no authors, so I suspect the case goes even further back; the 1969 version is, I’m guessing, a rewrite of an even older version.

There are many things I appreciate about the case. Here are a few:

It operates as a learning opportunity at many levels. At first it looks like a not-very-glamorous production job scheduling case. By the end of the case discussion, though, we’re into (operations) strategy and more. It starts out technical, then explodes into much broader relevance. As I tell participants when I’m teaching HBP's Teaching with Cases seminars —where I often use Fabritek as an example—when people first encounter this case, they almost always underestimate it.

It has great characters—especially Arthur Moreno, who looks like a troublemaker, but who, discussion reveals, might just be the smartest guy in the factory. Alums of the Harvard MBA program have told me that they remember Arthur Moreno many years later.

Almost every word in the case is important. It’s only four and a half pages of text and three pages of exhibits. This economy of words and sparsity of style have always seemed like poetry to me. I should note that this super concise, every-word-matters approach is not the ideal we usually aspire to when we write cases. Often, we include extra or superfluous information because part of our teaching objective is to provide practice in separating what matters from what doesn’t in a case. Fabritek takes a different approach, though, which fits it well.

It has a dramatic structure. It unfolds like a detective story, a sort of whodunnit. Something is wrong. There is a quality problem, and we’re not sure who or what is responsible. One person, Arthur Moreno, looks very guilty (probably too obviously guilty), but as we dig into the situation, there are many more possibilities. We spend in-class time analyzing the data (there’s a bit of math, so it covers that base, too) to determine which hypotheses are best supported by the data. And, realistically, the data doesn’t support any of the hypotheses perfectly, just some of them more than others. Also, there’s a plot twist at the end (I won’t reveal it, but here’s a hint: Arthur Moreno isn’t nearly the biggest problem in the final analysis). I have had students tell me the surprising realization at the end of the discussion gives them ‘goosebumps.’

Finally, through the unexpected plot twist, it imparts what I call a ‘wisdom lesson’ to young managers: not to be too sure of themselves and to regard the experiences of others, especially experts out on the factory floor, with great seriousness.”

4. Lincoln Electric Co.

Karin Schnarr, Assistant Professor of Policy, Wilfrid Laurier University

“As a strategy professor, my favorite case to teach is the classic 1975 Harvard case Lincoln Electric Co. by Norman Berg.

I use it to demonstrate to students the theory linkage between strategy and organizational structure, management processes, and leadership behavior.

This case may be an odd choice for a favorite. It occurs decades before my students were born. It is pages longer than we are told students are now willing to read. It is about manufacturing arc welding equipment in Cleveland, Ohio—a hard sell for a Canadian business classroom.

Yet, I have never come across a case that so perfectly illustrates what I want students to learn about how a company can be designed from an organizational perspective to successfully implement its strategy.

And in a time where so much focus continues to be on how to maximize shareholder value, it is refreshing to be able to discuss a publicly-traded company that is successfully pursuing a strategy that provides a fair value to shareholders while distributing value to employees through a large bonus pool, as well as value to customers by continually lowering prices.

However, to make the case resonate with today’s students, I work to make it relevant to the contemporary business environment. I link the case to multimedia clips about Lincoln Electric’s current manufacturing practices, processes, and leadership practices. My students can then see that a model that has been in place for generations is still viable and highly successful, even in our very different competitive situation.”

5. Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth

Gary Pisano, Professor of Business Administration, Harvard Business School

“My favorite case to teach these days is Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth .

I love teaching this case for three reasons:

1. It demonstrates how a company in a super-tough, highly competitive business can do very well by focusing on creating unique operating capabilities. In theory, Pal’s should have no chance against behemoths like McDonalds or Wendy’s—but it thrives because it has built a unique operating system. It’s a great example of a strategic approach to operations in action.

2. The case shows how a strategic approach to human resource and talent development at all levels really matters. This company competes in an industry not known for engaging its front-line workers. The case shows how engaging these workers can really pay off.

3. Finally, Pal’s is really unusual in its approach to growth. Most companies set growth goals (usually arbitrary ones) and then try to figure out how to ‘backfill’ the human resource and talent management gaps. They trust you can always find someone to do the job. Pal’s tackles the growth problem completely the other way around. They rigorously select and train their future managers. Only when they have a manager ready to take on their own store do they open a new one. They pace their growth off their capacity to develop talent. I find this really fascinating and so do the students I teach this case to.”

6. The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron

Francesca Gino, Professor of Business Administration, Harvard Business School

“My favorite case to teach is The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron .

The case surprises students because it is about a leader, known in the unit by the nickname Chaos , who inspired his squadron to be innovative and to change in a culture that is all about not rocking the boat, and where there is a deep sense that rules should simply be followed.

For years, I studied ‘rebels,’ people who do not accept the status quo; rather, they approach work with curiosity and produce positive change in their organizations. Chaos is a rebel leader who got the level of cultural change right. Many of the leaders I’ve met over the years complain about the ‘corporate culture,’ or at least point to clear weaknesses of it; but then they throw their hands up in the air and forget about changing what they can.

Chaos is different—he didn’t go after the ‘Air Force’ culture. That would be like boiling the ocean.

Instead, he focused on his unit of control and command: The 99th squadron. He focused on enabling that group to do what it needed to do within the confines of the bigger Air Force culture. In the process, he inspired everyone on his team to be the best they can be at work.

The case leaves the classroom buzzing and inspired to take action.”

7. Warren E. Buffett, 2015

Robert F. Bruner, Professor of Business Administration, Darden School of Business

“I love teaching Warren E. Buffett, 2015 because it energizes, exercises, and surprises students.

Buffett looms large in the business firmament and therefore attracts anyone who is eager to learn his secrets for successful investing. This generates the kind of energy that helps to break the ice among students and instructors early in a course and to lay the groundwork for good case discussion practices.

Studying Buffett’s approach to investing helps to introduce and exercise important themes that will resonate throughout a course. The case challenges students to define for themselves what it means to create value. The case discussion can easily be tailored for novices or for more advanced students.

Either way, this is not hero worship: The case affords a critical examination of the financial performance of Buffett’s firm, Berkshire Hathaway, and reveals both triumphs and stumbles. Most importantly, students can critique the purported benefits of Buffett’s conglomeration strategy and the sustainability of his investment record as the size of the firm grows very large.

By the end of the class session, students seem surprised with what they have discovered. They buzz over the paradoxes in Buffett’s philosophy and performance record. And they come away with sober respect for Buffett’s acumen and for the challenges of creating value for investors.

Surely, such sobriety is a meta-message for any mastery of finance.”

More Educator Favorites

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

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Business growth

Marketing tips

16 case study examples (+ 3 templates to make your own)

Hero image with an icon representing a case study

I like to think of case studies as a business's version of a resume. It highlights what the business can do, lends credibility to its offer, and contains only the positive bullet points that paint it in the best light possible.

Imagine if the guy running your favorite taco truck followed you home so that he could "really dig into how that burrito changed your life." I see the value in the practice. People naturally prefer a tried-and-true burrito just as they prefer tried-and-true products or services.

To help you showcase your success and flesh out your burrito questionnaire, I've put together some case study examples and key takeaways.

What is a case study?

A case study is an in-depth analysis of how your business, product, or service has helped past clients. It can be a document, a webpage, or a slide deck that showcases measurable, real-life results.

For example, if you're a SaaS company, you can analyze your customers' results after a few months of using your product to measure its effectiveness. You can then turn this analysis into a case study that further proves to potential customers what your product can do and how it can help them overcome their challenges.

It changes the narrative from "I promise that we can do X and Y for you" to "Here's what we've done for businesses like yours, and we can do it for you, too."

16 case study examples

While most case studies follow the same structure, quite a few try to break the mold and create something unique. Some businesses lean heavily on design and presentation, while others pursue a detailed, stat-oriented approach. Some businesses try to mix both.

There's no set formula to follow, but I've found that the best case studies utilize impactful design to engage readers and leverage statistics and case details to drive the point home. A case study typically highlights the companies, the challenges, the solution, and the results. The examples below will help inspire you to do it, too.

1. .css-1l9i3yq-Link[class][class][class][class][class]{all:unset;box-sizing:border-box;-webkit-text-fill-color:currentColor;cursor:pointer;}.css-1l9i3yq-Link[class][class][class][class][class]{all:unset;box-sizing:border-box;-webkit-text-decoration:underline;text-decoration:underline;cursor:pointer;-webkit-transition:all 300ms ease-in-out;transition:all 300ms ease-in-out;outline-offset:1px;-webkit-text-fill-color:currentColor;outline:1px solid transparent;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='ocean']{color:#3d4592;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='ocean']:hover{color:#2b2358;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='ocean']:focus{color:#3d4592;outline-color:#3d4592;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='white']{color:#fffdf9;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='white']:hover{color:#a8a5a0;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='white']:focus{color:#fffdf9;outline-color:#fffdf9;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='primary']{color:#3d4592;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='primary']:hover{color:#2b2358;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='primary']:focus{color:#3d4592;outline-color:#3d4592;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='secondary']{color:#fffdf9;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='secondary']:hover{color:#a8a5a0;}.css-1l9i3yq-Link[class][class][class][class][class][data-color='secondary']:focus{color:#fffdf9;outline-color:#fffdf9;}.css-1l9i3yq-Link[class][class][class][class][class][data-weight='inherit']{font-weight:inherit;}.css-1l9i3yq-Link[class][class][class][class][class][data-weight='normal']{font-weight:400;}.css-1l9i3yq-Link[class][class][class][class][class][data-weight='bold']{font-weight:700;} Volcanica Coffee and AdRoll

On top of a background of coffee beans, a block of text with percentage growth statistics for how AdRoll nitro-fueled Volcanica coffee.

People love a good farm-to-table coffee story, and boy am I one of them. But I've shared this case study with you for more reasons than my love of coffee. I enjoyed this study because it was written as though it was a letter.

In this case study, the founder of Volcanica Coffee talks about the journey from founding the company to personally struggling with learning and applying digital marketing to finding and enlisting AdRoll's services.

It felt more authentic, less about AdRoll showcasing their worth and more like a testimonial from a grateful and appreciative client. After the story, the case study wraps up with successes, milestones, and achievements. Note that quite a few percentages are prominently displayed at the top, providing supporting evidence that backs up an inspiring story.

Takeaway: Highlight your goals and measurable results to draw the reader in and provide concise, easily digestible information.

2. Taylor Guitars and Airtable

Screenshot of the Taylor Guitars and Airtable case study, with the title: Taylor Guitars brings more music into the world with Airtable

This Airtable case study on Taylor Guitars comes as close as one can to an optimal structure. It features a video that represents the artistic nature of the client, highlighting key achievements and dissecting each element of Airtable's influence.

It also supplements each section with a testimonial or quote from the client, using their insights as a catalyst for the case study's narrative. For example, the case study quotes the social media manager and project manager's insights regarding team-wide communication and access before explaining in greater detail.

Takeaway: Highlight pain points your business solves for its client, and explore that influence in greater detail.

3. EndeavourX and Figma

Screenshot of the Endeavour and Figma case study, showing a bulleted list about why EndeavourX chose Figma followed by an image of EndeavourX's workspace on Figma

My favorite part of Figma's case study is highlighting why EndeavourX chose its solution. You'll notice an entire section on what Figma does for teams and then specifically for EndeavourX.

It also places a heavy emphasis on numbers and stats. The study, as brief as it is, still manages to pack in a lot of compelling statistics about what's possible with Figma.

Takeaway: Showcase the "how" and "why" of your product's differentiators and how they benefit your customers.

4. ActiveCampaign and Zapier

Screenshot of Zapier's case study with ActiveCampaign, showing three data visualizations on purple backgrounds

Zapier's case study leans heavily on design, using graphics to present statistics and goals in a manner that not only remains consistent with the branding but also actively pushes it forward, drawing users' eyes to the information most important to them.

The graphics, emphasis on branding elements, and cause/effect style tell the story without requiring long, drawn-out copy that risks boring readers. Instead, the cause and effect are concisely portrayed alongside the client company's information for a brief and easily scannable case study.

Takeaway: Lean on design to call attention to the most important elements of your case study, and make sure it stays consistent with your branding.

5. Ironclad and OpenAI

Screenshot of a video from the Ironclad and OpenAI case study showing the Ironclad AI Assist feature

In true OpenAI fashion, this case study is a block of text. There's a distinct lack of imagery, but the study features a narrated video walking readers through the product.

The lack of imagery and color may not be the most inviting, but utilizing video format is commendable. It helps thoroughly communicate how OpenAI supported Ironclad in a way that allows the user to sit back, relax, listen, and be impressed.

Takeaway: Get creative with the media you implement in your case study. Videos can be a very powerful addition when a case study requires more detailed storytelling.

6. Shopify and GitHub

Screenshot of the Shopify and GitHub case study, with the title "Shopify keeps pushing ecommerce forward with help from GitHub tools," followed by a photo of a plant and a Shopify bag on a table on a dark background

GitHub's case study on Shopify is a light read. It addresses client pain points and discusses the different aspects its product considers and improves for clients. It touches on workflow issues, internal systems, automation, and security. It does a great job of representing what one company can do with GitHub.

To drive the point home, the case study features colorful quote callouts from the Shopify team, sharing their insights and perspectives on the partnership, the key issues, and how they were addressed.

Takeaway: Leverage quotes to boost the authoritativeness and trustworthiness of your case study.

7 . Audible and Contentful

Screenshot of the Audible and Contentful case study showing images of titles on Audible

Contentful's case study on Audible features almost every element a case study should. It includes not one but two videos and clearly outlines the challenge, solution, and outcome before diving deeper into what Contentful did for Audible. The language is simple, and the writing is heavy with quotes and personal insights.

This case study is a uniquely original experience. The fact that the companies in question are perhaps two of the most creative brands out there may be the reason. I expected nothing short of a detailed analysis, a compelling story, and video content.

Takeaway: Inject some brand voice into the case study, and create assets that tell the story for you.

8 . Zoom and Asana

Screenshot of Zoom and Asana's case study on a navy blue background and an image of someone sitting on a Zoom call at a desk with the title "Zoom saves 133 work weeks per year with Asana"

Asana's case study on Zoom is longer than the average piece and features detailed data on Zoom's growth since 2020. Instead of relying on imagery and graphics, it features several quotes and testimonials.

It's designed to be direct, informative, and promotional. At some point, the case study reads more like a feature list. There were a few sections that felt a tad too promotional for my liking, but to each their own burrito.

Takeaway: Maintain a balance between promotional and informative. You want to showcase the high-level goals your product helped achieve without losing the reader.

9 . Hickies and Mailchimp

I've always been a fan of Mailchimp's comic-like branding, and this case study does an excellent job of sticking to their tradition of making information easy to understand, casual, and inviting.

It features a short video that briefly covers Hickies as a company and Mailchimp's efforts to serve its needs for customer relationships and education processes. Overall, this case study is a concise overview of the partnership that manages to convey success data and tell a story at the same time. What sets it apart is that it does so in a uniquely colorful and brand-consistent manner.

Takeaway: Be concise to provide as much value in as little text as possible.

10. NVIDIA and Workday

Screenshot of NVIDIA and Workday's case study with a photo of a group of people standing around a tall desk and smiling and the title "NVIDIA hires game changers"

The gaming industry is notoriously difficult to recruit for, as it requires a very specific set of skills and experience. This case study focuses on how Workday was able to help fill that recruitment gap for NVIDIA, one of the biggest names in the gaming world.

Though it doesn't feature videos or graphics, this case study stood out to me in how it structures information like "key products used" to give readers insight into which tools helped achieve these results.

Takeaway: If your company offers multiple products or services, outline exactly which ones were involved in your case study, so readers can assess each tool.

11. KFC and Contentful

Screenshot of KFC and Contentful's case study showing the outcome of the study, showing two stats: 43% increase in YoY digital sales and 50%+ increase in AU digital sales YoY

I'm personally not a big KFC fan, but that's only because I refuse to eat out of a bucket. My aversion to the bucket format aside, Contentful follows its consistent case study format in this one, outlining challenges, solutions, and outcomes before diving into the nitty-gritty details of the project.

Say what you will about KFC, but their primary product (chicken) does present a unique opportunity for wordplay like "Continuing to march to the beat of a digital-first drum(stick)" or "Delivering deep-fried goodness to every channel."

Takeaway: Inject humor into your case study if there's room for it and if it fits your brand.

12. Intuit and Twilio

Screenshot of the Intuit and Twilio case study on a dark background with three small, light green icons illustrating three important data points

Twilio does an excellent job of delivering achievements at the very beginning of the case study and going into detail in this two-minute read. While there aren't many graphics, the way quotes from the Intuit team are implemented adds a certain flair to the study and breaks up the sections nicely.

It's simple, concise, and manages to fit a lot of information in easily digestible sections.

Takeaway: Make sure each section is long enough to inform but brief enough to avoid boring readers. Break down information for each section, and don't go into so much detail that you lose the reader halfway through.

13. Spotify and Salesforce

Screenshot of Spotify and Salesforce's case study showing a still of a video with the title "Automation keeps Spotify's ad business growing year over year"

Salesforce created a video that accurately summarizes the key points of the case study. Beyond that, the page itself is very light on content, and sections are as short as one paragraph.

I especially like how information is broken down into "What you need to know," "Why it matters," and "What the difference looks like." I'm not ashamed of being spoon-fed information. When it's structured so well and so simply, it makes for an entertaining read.

Takeaway: Invest in videos that capture and promote your partnership with your case study subject. Video content plays a promotional role that extends beyond the case study in social media and marketing initiatives .

14. Benchling and Airtable

Screenshot of the Benchling and Airtable case study with the title: How Benchling achieves scientific breakthroughs via efficiency

Benchling is an impressive entity in its own right. Biotech R&D and health care nuances go right over my head. But the research and digging I've been doing in the name of these burritos (case studies) revealed that these products are immensely complex.

And that's precisely why this case study deserves a read—it succeeds at explaining a complex project that readers outside the industry wouldn't know much about.

Takeaway: Simplify complex information, and walk readers through the company's operations and how your business helped streamline them.

15. Chipotle and Hubble

Screenshot of the Chipotle and Hubble case study with the title "Mexican food chain replaces Discoverer with Hubble and sees major efficiency improvements," followed by a photo of the outside of a Chipotle restaurant

The concision of this case study is refreshing. It features two sections—the challenge and the solution—all in 316 words. This goes to show that your case study doesn't necessarily need to be a four-figure investment with video shoots and studio time.

Sometimes, the message is simple and short enough to convey in a handful of paragraphs.

Takeaway: Consider what you should include instead of what you can include. Assess the time, resources, and effort you're able and willing to invest in a case study, and choose which elements you want to include from there.

16. Hudl and Zapier

Screenshot of Hudl and Zapier's case study, showing data visualizations at the bottom, two photos of people playing sports on the top right , and a quote from the Hudl team on the topleft

I may be biased, but I'm a big fan of seeing metrics and achievements represented in branded graphics. It can be a jarring experience to navigate a website, then visit a case study page and feel as though you've gone to a completely different website.

The Zapier format provides nuggets of high-level insights, milestones, and achievements, as well as the challenge, solution, and results. My favorite part of this case study is how it's supplemented with a blog post detailing how Hudl uses Zapier automation to build a seamless user experience.

The case study is essentially the summary, and the blog article is the detailed analysis that provides context beyond X achievement or Y goal.

Takeaway: Keep your case study concise and informative. Create other resources to provide context under your blog, media or press, and product pages.

3 case study templates

Now that you've had your fill of case studies (if that's possible), I've got just what you need: an infinite number of case studies, which you can create yourself with these case study templates.

Case study template 1

Screenshot of Zapier's first case study template, with the title and three spots for data callouts at the top on a light peach-colored background, followed by a place to write the main success of the case study on a dark green background

If you've got a quick hit of stats you want to show off, try this template. The opening section gives space for a short summary and three visually appealing stats you can highlight, followed by a headline and body where you can break the case study down more thoroughly. This one's pretty simple, with only sections for solutions and results, but you can easily continue the formatting to add more sections as needed.

Case study template 2

Screenshot of Zapier's second case study template, with the title, objectives, and overview on a dark blue background with an orange strip in the middle with a place to write the main success of the case study

For a case study template with a little more detail, use this one. Opening with a striking cover page for a quick overview, this one goes on to include context, stakeholders, challenges, multiple quote callouts, and quick-hit stats.

Case study template 3

Screenshot of Zapier's third case study template, with the places for title, objectives, and about the business on a dark green background followed by three spots for data callouts in orange boxes

Whether you want a little structural variation or just like a nice dark green, this template has similar components to the last template but is designed to help tell a story. Move from the client overview through a description of your company before getting to the details of how you fixed said company's problems.

Tips for writing a case study

Examples are all well and good, but you don't learn how to make a burrito just by watching tutorials on YouTube without knowing what any of the ingredients are. You could , but it probably wouldn't be all that good.

Writing a good case study comes down to a mix of creativity, branding, and the capacity to invest in the project. With those details in mind, here are some case study tips to follow:

Have an objective: Define your objective by identifying the challenge, solution, and results. Assess your work with the client and focus on the most prominent wins. You're speaking to multiple businesses and industries through the case study, so make sure you know what you want to say to them.

Focus on persuasive data: Growth percentages and measurable results are your best friends. Extract your most compelling data and highlight it in your case study.

Use eye-grabbing graphics: Branded design goes a long way in accurately representing your brand and retaining readers as they review the study. Leverage unique and eye-catching graphics to keep readers engaged.

Simplify data presentation: Some industries are more complex than others, and sometimes, data can be difficult to understand at a glance. Make sure you present your data in the simplest way possible. Make it concise, informative, and easy to understand.

Use automation to drive results for your case study

A case study example is a source of inspiration you can leverage to determine how to best position your brand's work. Find your unique angle, and refine it over time to help your business stand out. Ask anyone: the best burrito in town doesn't just appear at the number one spot. They find their angle (usually the house sauce) and leverage it to stand out.

In fact, with the right technology, it can be refined to work better . Explore how Zapier's automation features can help drive results for your case study by making your case study a part of a developed workflow that creates a user journey through your website, your case studies, and into the pipeline.

Case study FAQ

Got your case study template? Great—it's time to gather the team for an awkward semi-vague data collection task. While you do that, here are some case study quick answers for you to skim through while you contemplate what to call your team meeting.

What is an example of a case study?

An example of a case study is when a software company analyzes its results from a client project and creates a webpage, presentation, or document that focuses on high-level results, challenges, and solutions in an attempt to showcase effectiveness and promote the software.

How do you write a case study?

To write a good case study, you should have an objective, identify persuasive and compelling data, leverage graphics, and simplify data. Case studies typically include an analysis of the challenge, solution, and results of the partnership.

What is the format of a case study?

While case studies don't have a set format, they're often portrayed as reports or essays that inform readers about the partnership and its results.

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University of Turku, Department of Psychology, University of Turku, Finland

Jarno Korhola

The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. “Johanna” was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process.

Introduction

Clinical depression is one of the most common mental disorders (Kessler, Berglund, Demler et al., 2003 ). Approximately 5–6% of Finns suffer from depression (Isometsä, 2001 ; Isometsä, Aro & Aro, 1997). Students suffering from depression often have difficulties in coping with their studies (Brackney & Karabenick, 1995 ; Kessler & Walters, 1998 ; Lyubomirsky, Kasri & Zehm, 2003 ), and a strong association has been found between depressive symptoms and stress (Mikolajczyk, Maxwell, Naydenova, Meier & Ansari, 2008 ). According to their own estimation, 53% of American college students had suffered from depression during their studies (Furr, Westefeld, McConnell & Jenkins, 2001 ). Over half of those who had experienced depression stated that problems related to studying were the most important depression-inducing factor. Therefore, there is a close connection between depression and studying difficulties.

According to Isometsä et al. ( 1997 ), of those who suffer from depression, 50% feel they need mental health services. Of depressed students, 17% seek help for their problems (Furr et al., 2001 ). Depression diminishes a person's ability to act through various mechanisms. Being depressed has a lowering effect on a student's sense of self-efficacy (Beck, 1976 ) and it lowers the expectations of doing well with one's studies (Brackney & Karabenick, 1995 ). A depressed student may feel that he/she will not complete his/her studies like everyone else. The fatigue, the powerlessness and the lack of concentration that accompany depression also reduce the student's ability to function.

Depression affects academic performance and ability to act through the students' motivation and their use of studying strategies (Brackney & Karabenick, 1995 ; Lyubomirsky et al., 2008). Often, depressed students are not able to plan their studies efficiently or observe their own work. They may have difficulties in sufficiently regulating their time-use, their study environment or the amount of work they pour into their tasks. Cognitive-behavioural therapy resulted in a significant improvement in perceived stress, depressive symptoms, reduced use of avoidance coping strategies, and more use of approach coping strategies among university students (Hamdan-Mansour, Puskar & Bandak, 2009 ).

Persons with depressive symptoms often seek validation for their own needs and actions from other people (Clark & Beck, 1999 ). In this manner, they strive to prove their worth, their competence or their likeableness. Those suffering from depression often have limited social skills (Segrin, 2000 ). This leaves a student in an adverse position, because there is an inseparable social side to student life.

Sometimes a depressive person is troubled by the aspiration to be extremely competent and efficient. Perfectionist tendencies involve high expectations of oneself, and an individual's self-respect is based on the perception of one's own efficiency and competence (Chang & Sanna, 2001 ; Cox & Enns, 2003 ). Perfectionists have difficulty working with others and find asking for help very difficult (Brackney & Karabenick, 1995 ). In a student, high expectations of competence may be manifested as, for example, a great amount of work done, good marks and dissatisfaction with a performance that did not reach the desired level and is not consistent with one's self-image.

There has been quite a lot of research on the effects of cognitive-behavioural group therapy as a treatment for depression. According to the extensive mapping by DeRubeis and Crits-Christoph ( 1998 ), treating depression with cognitive-behavioural group therapy is efficient and useful. Kush and Fleming ( 2000 ) have had similar results. In their therapy, they tried to teach the patients skills that diminish depression and anxiety. For example, they tried to develop the patients' problem-solving skills. Treating depression with cognitive-behavioural group therapy has proven efficient and useful (Bright, Baker & Neimeyer, 1999 ; DeRubeis & Crits-Christoph, 1998 ; Kush & Fleming, 2000 ; Kwon & Oei, 2003 ). Cognitive behavioural group therapy has led to reduction in the levels of depression, negative automatic thoughts, and students' dysfunctional attitudes (Hamamci, 2006 ). It has been proven that the symptoms of depression lessen during therapy.

Brackney and Karabenick ( 1995 ) stated that psychotherapy aimed at students suffering from depression should contain instruction on structuring one's studies and on life-control skills . The patients should also be taught means of mood-control to improve their concentration and they should be encouraged not to ruminate and wallow in their depression (Lam, Smith, Checkley, Rijsdijk & Sham, 2003 ). Certain group-members' individual factors can predict their benefit from group therapy: mild depression in the beginning of the group work, a feeling of being in control of the situation, the group's cohesiveness and the ability to function as a group (Hoberman, Lewinsohn & Tilson, 1988 ). According to Pace and Dixon ( 1993 ), short-lived cognitive therapy lessens the depressive symptoms and also helps the schemata related to a more positive self-image.

Greenberg ( 2002 ) has stated that the change happens by activating an unadaptive schema to which an adaptive feeling is then attached. For instance, an unadaptive schema created by loss can be changed by grieving, that is, by adding the feeling of grief to the schema. According to Guidano ( 1991 ), the superficial and deep level change-processes do not exclude each other; in fact, superficial changes may promote deep level changes. In the assimilation model (for example Stiles, 2002 ; Stiles et al., 1990 ; Stiles et al., 1991 ), the change occurs by the assimilation of problematic experiences into a particular schema or schema chart. This can be described in eight different stages.

The change has been described in stage theories. The transtheoretical model posits that health behaviour change involves progression through six stages of change: precontemplation, contemplation, preparation, action, maintenance, and termination (Prochaska & Velicer, 1997 ). Precontemplation is the stage wherein individuals are not aware of their problems, and they are resistant to change. In the contemplation stage, they are aware of their troubled behaviour but they are not committed to action. In the action stage, they change their behaviour and in the maintenance stage they try to prevent relapse. The assimilation model is more detailed and the description of cognitions and emotions is more specific. With the aid of the assimilation analysis, it is possible to delve into the cognitive and emotional changes that occur in the patient's problematic experiences and to evaluate the change process. The analysis is not just about the final result of the therapy: the problematic experience and the stages of changes the individual goes through are observed and assessed at different phases of therapy (Stiles et al., 1990 , 1991 ; Stiles & Osatuke, 2000 ).

A series of case studies has been executed using assimilation analysis (e.g. Brinegar, Salvi, Stiles, & Greenberg, 2006 ; Leiman & Stiles, 2001 ; Stiles et al., 2006 ). Assimilation analysis allows for focus on the focal points of the process. Using a case study has some advantages, e.g. the possibility to describe detailed process in psychotherapy, but there are some limitations. Behaviour can be described, not explained, and a case study cannot be representative of the general group or population. However, there is a need for process descriptions when we want to find a means to help depressive students who have problems in their studies. The evaluation of the case can also be susceptible to mistakes. For example, the researcher can see the change more positively or in the perception that other psychological phenomena can happen. In the evaluation, one must indeed be conscious of this , and be able to change a perspective for a subject so that mistakes in the evaluation do not take place (Montgomery & Willen, 1999 ).

This study depicts the change process of a student's psyche. The aims were to assess whether a course of cognitive group therapy could help depressed students with their problems affecting their studies and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. This study was carried out using assimilation analysis to try to interpret and understand the contents of the subject's problematic experiences and the change she underwent through the sessions.

Research methods

The basic materials of this study are Johanna's (the name has been changed) discussion contributions that were singled out from taped group sessions. Johanna is a university student suffering from depression.

The group consisted of six students suffering from depression and studying difficulties. Altogether, the group met 16 times and the sessions lasted two hours each. In its final form, the group was composed of five women and one man. One student stopped attending the course after four times. The members' ages varied from just over 20 to a little over 40 years of age. Five of the members were at the final stages of their studies, and one was at the beginning of them. Some students were receiving treatment elsewhere, but we had no exact information about other care or treatment. Those who were at the final stages of their studies had particular difficulties with their theses and their studies had been delayed. The research subjects were referred to take part in the course and in this research by the Turku branch of Finnish Students Health Service (FSHS).

In the beginning of the course, the goal was to activate the participants. At a later stage, more attention was paid to the feelings of helplessness and powerlessness and how these feelings affected the participants' studying performance. The contents of the group sessions and the themes covered in each of them are depicted in Table I . In the beginning of the course, students made exercises in problem-solving methods. The basic elements in cognitive therapy are behaviour techniques, methods for studying beliefs and thoughts and techniques for managing emotions and feelings. The students analysed the things that hinder their studies and goals. After that, they analysed their daily activities and planned new strategies for their actions and studies. They analysed the effect of thought and worked with their beliefs and thoughts. They made assertiveness exercises and learned new strategies for managing their emotions. At the end of the course, they evaluated what they had learned and what they have to do in the future.

Cognitive group therapy for depressive students: Course program and contents.

The criteria for participating in the course were: (1) depression (at least 13 points on the BDI-scale); and (2) constant absences from lectures or delay of studies. It was stipulated that suicide risk, bidirectional affective syndrome and acute crisis would prevent participation in the course. In addition, it was expected of the attendees that they possess enough concentration to carry out the assignments required by the course programme.

The preliminary interviews were conducted to assess who could benefit from this short-term, psycho-educative course. To have successful group therapy, preliminary interviews and the composition of the group have to be carried out with utmost care (Bernard et al., 2008 ). The group meetings were referred to as a course instead of group therapy, because its purpose was to be as non-labelling and as easily approachable as possible. The interviews and the composing of the group were conducted by the group leader.

The course consisted mainly of different assignments that the participants completed on their own time. At the sessions, the group leader led discussion about the assignments. The participants were given assignments such as mapping out their social network and thinking about problems that complicated their studies. The assignments were based on a book of exercises called Depressiokoulu (Depression School) by Koffert and Kuusi ( 2003 ). The depression school introduced in the book consists of ten lessons that were used in the course when planning the 16-session programme. The group leader's role was active and encouraging.

The therapist had six years of therapy education in cognitive therapy, and six years of education in family therapy. Furthermore, he had experience from working with the groups. The supervisor had qualifications of the trainer psychotherapist (cognitive therapy) and the work supervision was carried out during the group process.

The case discussed in this study was chosen on the criteria of informativeness and representativeness compared to other group members. Johanna (the name has been changed) was a university student suffering from depression. At the beginning of the course, Johanna was just under 30 years of age and living with her significant other. She was a student of natural sciences and her studies were at the stage where she was to write her thesis.

Johanna's studies had been stuck for 18 months. Carrying out the studies seemed utterly overpowering to her. She had found other things to do instead of studying, such as household chores. Johanna felt that she no longer had any ambition to study and in addition, her motivation to study her chosen field was running low. This was, at least in part, due to the lack of jobs in the field.

Johanna felt that she had fallen hopelessly behind from her fellow students. She avoided meeting her course mates and spoke to virtually no one about her studying difficulties. She said that she lacked concentration. Johanna felt she was lazy and inefficient. She described herself as bad and a failure, both as a student and as a person. She had worked during the summers and the work had gone well.

Depression represents a mode that has been named loss or deprivation mode (Clark & Beck, 1999 ). There were indications of each of the schemata included in the mode in Johanna. In Johanna's case, feelings of hopelessness and the loss of pleasurable feelings (motivational scheme) were particularly noticeable, in addition to passiveness and withdrawal (behavioural scheme). Johanna felt dispirited (affective scheme) and she had difficulty in coping with her studies (physiological scheme). The threat of loss (cognitive-conceptual scheme) was only suggestive, which in Johanna's case would have meant possibly giving up her studies entirely.

The subject's depression was assessed with the Beck Depression Inventory self-assessment form that had been translated into Finnish (Beck et al., 1961 ) that comprised of 21 items. In each item, there are 4–7 alternative statements that have been awarded points from 0 to 3. The items depict attitudes and symptoms related to depression and the severity of the depression from neutral to severe (0 = neutral, 1 = mild, 2 = relatively severe, 3 = severe). The full score of the BDI is 63. The clinical norms of the Inventory are: neutral or not depressed (0–9 points), mildly depressed (10–18), relatively severely depressed (19—29) and severely depressed (30 to 63) (Beck, Steer & Garbin, 1998). The form is a reliable and valid tool for assessing the severity of depression (Beck et al, 1988 ; Beck, Ward, Mendelson, Mock & Erbaugh, 1961). The indicator also gives information on changes in the severity of depression, so it is also a reliable aid when examining the effects of therapy (Beck et al., 1961 ).

The BDI-form was used to gather information in the middle of the course, both midways through it and at the end of it. The subjects were also given a form to fill out approximately two months after the group sessions had ended. In the initial measuring, Johanna's BDI score was 25. According to the BDI-indicator, her depression was relatively severe.

Assimilation analysis is a research methodological trend used for measuring the effects of psychotherapy. According to Stiles et al. ( 1990 , 1991 ), the client's troubling experiences assimilate into already existing knowledge structures in successful psychotherapy. In the course of the therapy, the client aims to give his/her experience new meanings and the experience integrates into a part of the client's schema structures. The assimilation model takes into account both emotional and cognitive change processes. To analyse the stages of assimilation, we can use the APES (Assimilation of Problematic Experiences Scale) developed by Stiles et al. ( 1990 , 1991 ). The stages of assimilation are demonstrated in Table II .

Summary of the stages of assimilation of problematic experiences scale (APES).

Assimilation can be examined as a continuum in which the assimilation of the problematic experience progresses with the progression of therapy. Assimilation progresses in stages and it is notable that the patient's assimilation process can be at any stage when the therapy begins (Stiles et al., 1990 , 1991 ). Assimilation does not progress rigidly and systematically; there can be regressions.

The closer the client is to understanding the problem, the more focal the problematic experience becomes in his/her consciousness (APES 4, Table I ). From this stage onward, the amount of conscious effort aimed at the problematic experience begins to decline. The neutral state of mind in the beginning of the assimilation process reflects a successful denial of the problem. As the client becomes increasingly aware of the problematic experience, the tone of the emotions becomes more negative. As the assimilation progresses, the anxiety will gradually lessen and the mood becomes more positive: the problem is understood and solved. When the problem is under control, emotions regarding it become neutral.

Data collection

The assimilation analysis can be carried out in many different ways (Stiles & Angus, 1999 ; Stiles & Osatuke, 2000 ). However, it is possible to separate four steps that one can follow to ease the process.

I Getting to know the data and listing

In this study, the basic data consisted of videotapes, consisting of approximately 30 h of footage. The analysis was begun by watching all the tapes through carefully (carried out by JK, the other author of this article). He noted the topics the subject addressed in the order they were discussed. The topics noted were attitudes or actions directed at a specific object. The topic could be, for instance, hopelessness in regards to writing the thesis and studying. The main purpose of this work stage is that the researcher acquaints himself with the data as much as possible.

II Recognizing and choosing the themes

The theme that will be examined can be a repeatedly expressed attitude or object (Stiles et al., 1991 ; Stiles & Osatuke, 2000 ). The research problem directs the choice of theme. The researcher can choose a theme that is (a) focal or important in the therapy, regarding which; (b) there has been remarkable progress, regarding which; (c) there has been little or no progress; or (d) some other interesting theme. It is best to describe the chosen theme's contents as clearly as possible, for example, by using certain key words.

In this study, the themes were chosen on the grounds that these topics seemed to emerge as focal and important for the subject. In this subject's case, her relationship with herself as a student was most prominent, because the subject brought this topic up constantly when she spoke up. The course dealt with many factors related to studying difficulties. Mainly because of that, the central themes, such as problematic experiences of the subject, were related to studying and difficulties therein.

III Separating parts related to the theme

At this stage, the parts of the material that deal with a certain theme or problematic experience are collected from the material (Stiles & Angus, 1999 ; Stiles & Osatuke, 2000 ). In practice, at this stage the footage was viewed again. By now, the material had already been quite well outlined since the subject's topics had been listed. At this stage, the subject's addresses were actually transcribed word for word.

IV Description of the assimilation process

At the final stage of the analysis, the assimilation is examined from a theoretical point of view. The examination is based on what happened to the problematic experience during therapy. In this study, the examination was performed by classifying the parts that dealt with the themes according to the theoretic stages of assimilation (APES).

Ethical considerations

Names and identification data were changed so that the person is not recognizable. The students were told that the sessions were videotaped for the purpose of the study and the data would be published in a scientific forum. After that, all information would be destroyed. The information was also given in the paper, and they signed on the dotted line.

We named Johanna's problematic experience as a difficult relationship with herself. In the beginning, this was unclear. Johanna's APES was 1/7: she preferred not to think about her problematic situation and her feelings were anxiety and anger. The connection between Johanna's feelings and the problematic experience was unclear. In the fourth session, the problematic experience was identified for the first time. In the seventh and eighth sessions, her understanding of her problematic experience increased. Her understanding fluctuated back and forth. At the end of the course, her attitude gradually became assimilated into her schemas: she found new perspectives on her academic problems. The connection between intervention and its results can be found by describing the therapy process and reporting the relevant utterances (McLeod, 2001 ). In the next section, we describe the process by showing some of Johanna's comments during different sessions (APES number shows the stage in assimilation model, Figure 1 ).

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The results of APES analysis over the course of the 16 group sessions. The Y axis shows the stages in the assimilation model. The X axis shows the number of the sessions.

In the first session, Johanna expressed her hopelessness regarding her thesis. In her speech, there was also an emphasis on her sensitivity to criticism and to other people's advice. The connection between Johanna's feelings and the problematic experience was unclear (APES 1: unwanted thoughts):

Johanna: …I've been studying seven years or started these studies seven years ago. And the thesis I've been doing for a bit over a year [is] going nowhere. It's like that no one can say anything about it. I can't listen to any advice on it and the like. And no one close to me can say anything like now I'll get so down if I can't get it done. And then I really can't get it done.

In the second session, Johanna expressed that she was very critical of herself and of her progress in her studies (APES 1.5: unwanted thoughts and vague awareness):

Johanna: …Now I've totally been lazin' and stuff. Like I left my job last year so that I could work on that thesis. I haven't been working on it. I haven't been able. Then it becomes like kinda …that you can't like …like, you can't allow anything nice to yourself, you know. It's like I should be doin' it now that I got the time. Therapist: Let me clarify, you mean that when you feel you haven't done enough, then you can't like enjoy yourself or just do nothing.

During the third session, the group discussed the fact that it would be good to commend oneself every day for the things one has done. Johanna found it quite hard to give herself credit (APES 1.5: unwanted thoughts and vague awareness).

Therapist: How can you give credit? What could you tell yourself, for example, Johanna? Johanna: I dunno. Therapist: Try it. …Or think about it. Johanna: Well maybe like that you've been doin' stuff all day. That you haven't like ran outta steam in the middle. Therapist: Yeah. So you could say daily that you've done well.

In the fourth session, Johanna disclosed that she felt she lacked the self-discipline required to write the thesis. The problematic experience began to take shape (APES 2: vague awareness/emergence):

Therapist: Johanna, would you like to say something to this? Johanna: I dunno, I got like …that thesis; it's like mainly the self-discipline. …That I'd like have enough discipline to, like, take a hold of it. Cos sure I'd rather be somewhere else doin' somethin' fun.

The difficulty that Johanna experienced in giving herself credit came up again during the fourth session. She expressed the existence of a problematic experience quite directly (APES 3: problem statement/clarification):

Therapist: And Johanna, have you remembered (to give yourself credit)? Johanna: [Shakes her head] No. Therapist: You haven't? Johanna: It's somehow not. …It goes against my nature. I don't know how. …I can't. Therapist: That, that when you try, then you've done so much everyday stuff. Then you do a huge amount. It's like an employer not paying salary. So then … You get through so many, many difficult things.

In the seventh session, Johanna told the group that undone work dampened her spirits and paralyzed her from acting. Her understanding of the problematic experience was improved (APES 4: Understanding/insight):

Johanna: My last week was like, that I was sick on the weekend and early in the week … Therapist: When you got better, what was the biggest obstacle that you didn't touch those papers? Johanna: I dunno. Maybe it was a kinda feeling of incapability that just like took me with it. Therapist: Did you then have this feeling like everything's gone to waste or? Johanna: Yeah. Not when I was sick, then I just didn't have the energy. So that, I just let slide. But um then that … Then after it I'd just lost that whole week. It's like, it's gotta start with Monday or it won't start at all. I just got that feeling. Therapist: It's funny, that it's kinda like a sort of programming. But d'you think that this thought of everything going to waste paralyzed you? Johanna: Yeah, probably.

In the eighth session, Johanna groped for words as she tried to describe her new views on studying and writing her thesis that she had learned from the course. Here, Johanna's newly-found tolerance toward herself and her behaviour was apparent. Writing her thesis no longer seemed completely mandatory; instead, Johanna felt that she could do other things, even if she was not working on her thesis. She worked on her problematic experience further (APES 5: application/working through):

Johanna: …I got a lot of new views from others and stuff to think about. Therapist: Which new views did you get? Johanna: Well … The one about that um … you do little by little and then you can like rest. And like that when you don't give yourself permission to do. That it would be like important just so that you can stay in shape and then work again. Therapist: Wait, did I get this right, that when you something, you'd do it. But then on the other hand you'd give yourself permission to do other stuff and enjoy that too. Was that what you meant? Johanna: Wait a sec …I meant that like, if you're not doing the thesis, it's still okay to do something else.

In the ninth session, Johanna felt that giving herself positive feedback was quite difficult. She was, however, able to give herself some positive feedback, but negative thoughts and criticism took over her mind very easily. This depicted Johanna's severity on herself (APES 4.5: understanding and working through).

When the group had met ten times, Johanna had been able to become more active with her thesis. She still felt, however, that the more she focused on studying, the lower and the more desperate she felt. Criticism and severity could be heard in Johanna's speech (APES 3.5: problem statement and understanding).

In the eleventh session, Johanna said that she needed instruction on her thesis, but she was afraid of going to meet her instructor. Here, Johanna's feelings of hopelessness with her studies and her thesis became apparent. Alternatively, it seemed that she was ashamed that she had not achieved what she thought was enough (APES 4: understanding/insight):

Johanna: I'd really probably need like my own field's point of view at this stage and …I just somehow don't dare to go to the department. …I just don't dare go there. Therapist: What scares you? Johanna: I dunno. It just makes me feel like that, I'm a loser and I'm so totally lousy, and now it's been so long, and more time just keeps passing. It's like this endless circle … or kinda like, it's too late now.

Later in the same session, Johanna said that she felt she got support from the group. She worked on her experiences some more. The emotional tone was positive and optimistic (APES 5: application/working through):

Therapist: What do you hope from us (the group)? Johanna: Well, I hear all kinds of … well I hear stories here, survival stories. [Laughs.] Therapist: [Laughs.] This is a survivors' club. Johanna: Maybe that kinda gives hope, that maybe I'll be brave enough to go there [to the instructor], because now I've got it figured out what my next step is, that I should take to get forward.

In the twelfth session, Johanna reflected upon her determination to work on her thesis (APES 5: application/working through):

Therapist: …Now that you've been more active, what's helped you? Johanna: Well just that like you've decided once and for all that now you gotta do it. That I … well first of all, I went to see the professor right then, that week [Therapist: Yeah.] when we talked here. Therapist: Good, great. Yeah. And you didn't get eaten there. Johanna: Right. And now I have this like …or that kinda feeling that it's now or never. That otherwise it will just stay here, and I can't leave it now. It'd be even harder to start. Therapist: So does that mean that you've made yourself an action plan? Johanna: Well, a bit like that, yeah. That I don't have to have like a schedule [Therapist: On how you'll go on.] but just so that …. Johanna: Every day I should get something done. –

In the thirteenth session, Johanna brought up the fact that she could get studying done little by little. She had learned to have mercy on herself (APES 5.5: application/working through and problem solution):

Therapist: How about your studies this week? Johanna: Well. I studied stuff on Tuesday and Wednesday. Therapist: Great. Johanna: But then I've had these gap days. Therapist: Have you given yourself credit? Johanna: Well, I have tried or at least be happy even if I don't do a lot. Cos I get something …like reading stuff. Therapist: This sounds great. So what's your recipe now? Johanna: Like one day at a time. If it feels bad, then you can like …give it a rest, you know, and do something else.

In the fourteenth session, Johanna listed her short-term priorities. Her short-term aims reached the time-line of approximately six months. In addition to working on her thesis, Johanna mentioned recovering even further from her depression as a goal. In addition, the fact that Johanna was happier with herself was clear; this had increased during the group sessions (APES 5.5: application/working through and problem solution):

Therapist: How about Johanna? Johanna: Well I pretty much have the same things [as the others] that I've put down. I wanna have the thesis like up and running, so that it kinda takes care of itself or that like …I could see the end of it already. And that I'd move past the depression, that I'd be like rid of it already. I dunno. That I'd be happy with myself. Therapist: You have that too, to be happy with yourself. Johanna: Yeah. Or like, yeah. Therapist: Yeah. Do you feel that it's increased during this group, that being happier with yourself? Johanna: Yeah, probably.

The fifteenth and the sixteenth meetings of the course were held together as a single four-hour session. During this session, it came up that Johanna was less critical of herself. She said she could write her thesis gradually (APES 6: problem solution):

Therapist: What have you done lately when you said ‘I've done’? Johanna: And that um …I've been reading. Reading some of the stuff I got, some materials. And then I've just written straight to the computer. And that text doesn't matter at this stage that it's just like some text. Therapist: Yeah. Johanna: That I can like mould it later into what I want. That's just it, cos it's that starting up that's hard for me, that writing is kinda hard. I could really think about one sentence for half an hour. Then it's just gonna go nowhere. So I'll just write then, even if it's not perfect language yet. Therapist: It's probably good that you do it like that. Johanna: It's like I get something done. I get that kinda … Therapist: So is this a new method that you've developed, that you just write ahead? Johanna: Well, yeah. I think it kinda is. The whole time it just kinda gets more fluent and like um …the text [Therapist: Yeah.] and the like, the way it comes out. [Therapist: Yeah.] And It's probably the reading too that does it, the more familiar the thing is the easier it gets, of course and the easier it maybe is to write.

Johanna felt that her beliefs regarding her own actions had changed. She had found new perspective and relief for her problems from the group (APES 6: problem solution):

Therapist: But Johanna, is it kinda like, you've seen that these kinda things don't have to knock you down, that you've then changed your beliefs on your own actions? Johanna: Yeah. Or like. … That this [problems with the thesis and depression] isn't such a big monster anymore. Then when here you've had to and it's been okay to talk about it, then it's not. … It's like easier to take that thing. It's not so big anymore. That you can talk about it. You gotta bring it up once a week anyway, it gets smaller. I don't really know.

As the course went on Johanna was increasingly vocal about having mercy on herself and being happy with herself. She spoke about having received support from the group and was learning to commend herself. Little by little, she became less critical toward herself. She had more room in her inner world. Her tolerance toward herself had a positive impact on Johanna's ability as an actor. She began to work on her studies gradually and it also became easier for her to do other things besides studying.

Finding the ability to be merciful led, in Johanna's case, to increased determination and assertiveness regarding her studies. She wanted to finish her thesis and felt that the thesis was no longer “some monster.” In other words, Johanna got more motivation to continue her studies and to finish them. These new views formed another self-state in Johanna. Johanna's symptoms of depression eased and her ability to act improved.

In the initial measuring, Johanna's BDI score was 25. According to the BDI-indicator, her depression was relatively severe. Four months later, the score was 23 and two months after that, it was 19. At this point the course was finished. A follow-up measuring three months later showed the score was 12, which meant that Johanna was, according to the BDI-indicator, only mildly depressed. Johanna's BDI-score kept decreasing throughout the course, and also after it. She felt that her depression eased during the group meetings.

Johanna's problematic experience (APES) progressed as the meetings continued from level 1 (unpleasant thoughts) to level 6 (solving the problem) ( Figure 1 ). In the beginning, Johanna's problematic experience manifested itself as severe and excessive criticism toward herself and her study performance. The assimilation of Johanna's problematic experience was facilitated by learning different methods of depression control in the group.

Discussion and conclusions

During the course, Johanna directed her energy toward surviving depression, finishing the course and carrying out the assignments given in the group. If working helped in recovering from depression, we can assume that after the course, Johanna had even more resources to direct her actions at, for instance, her studies and particularly on writing her thesis.

Johanna expressed plenty of severe and excessive criticism aimed at herself during the course. According to Guidano's (1991) theory, “I” represents the experiencing and reacting side of the human mind and “self” represents the evaluating and observing side. In Johanna's case, “me” was very rigid and severe, even merciless. This side of her mind attributed that the lack of progress in her studies and other negative experiences were her own fault. Depressive, negative attribution style is a central method of self-regulation in depression (Beck, 1976 ; Beck, Rush, Shaw & Emery, 1979 ). In Johanna's case, the rigid and severe “me” produced negative, permanent inner attributes. These assessments were the source of the severity and harsh critique she directed at herself. By examining this according to Guidano's (1991) theory, Johanna became more lenient in the assessments “me” made of the actions of “I”. This was seen in Johanna's case as the depressive, negative attributions becoming less prevalent.

Of the schemata belonging to the loss or deprivation mode, the behavioural scheme, in particular, changed in Johanna's case during the course. Passiveness and withdrawal made way for her new determination and assertiveness toward her studies. The feelings of hopelessness seemed to go away, so the motivational scheme can also be said to have changed for the better. Alternatively, Johanna reported that her role as an actor regarding her studies remained rather passive throughout the course. The contents of the affective and physiological schemata also underwent a positive change. Johanna's melancholia eased and she gained strength to continue her studies.

The assimilation of Johanna's problematic experience was facilitated by her learning different methods of depression control in the group. Treatment aimed at depressed students would do well to teach structuring one's studies and methods of mood-control and life-control skills (Brackney & Karabenick, 1995 ; Lam et al., 2003 ). The approach of this course was specifically psycho-educative. Johanna felt that she had also received peer support from the group: she had heard how the other group members had managed to get their studies started.

One of the focal questions in this study was whether or not finishing the course helped in combating depression and studying difficulties. The results indicate that the subject's depressive symptoms eased and her role as a student became more active. In the group, mood-improving techniques were also taught. The depression-control skills taught were important.

When examining the change process, we can distinguish two kinds of change processes: superficial and deep changes (Guidano, 1991 ). The group members' troubling feelings were not discussed at great length in the group. This can be a sign that the achieved changes happened mainly on the superficial level of the psyche. Deep level change cannot take place without active work on the emotions related to the problematic experience (Greenberg, 2002 ; Greenberg & Paivio, 1997 ; Guidano, 1991 ). Thus, the achieved changes are not necessarily very permanent. In the follow-up meeting, the subject's BDI-score had continued to decline, although she was still, according to the BDI, mildly depressed.

In Johanna's case, the single most important factor that promoted change was sharing and examining the contents of the problematic experience with the therapist and the group. The group members took turns in examining their problematic experiences in the group and in this way, they supported each other. All members felt that peer support was important. The group leader taught mood-control skills that each group member exercised independently outside the group. Johanna reported that she had found learning how to schedule her time particularly useful.

Johanna's problematic experience became less restrictive through the course. This led to more lenience toward herself and more determination and assertiveness toward her studies.

The downside of working in a group was the fact that the attention of the therapist and of the whole group was divided among six people. At times, it seemed that none of the group members had the opportunity to express and work on their issues adequately in the session time frame. The therapist took an encouraging and supportive approach: he actively strove to pay attention to each group member and to include them all in the discussions. On several occasions, however, it seemed that the two-hour session was far too short a time for this group.

Some of the group members were receiving treatment elsewhere while they attended the course. Consequently, in this study we could not control, for instance, the effects of medication on the lessening of a person's depressive symptoms. In addition, some group members had a discussion contact with a mental health professional outside the group.

In assimilation analysis, determining the subject's APES stages was sometimes rather difficult. At this point, the summary of the stages of assimilation ( Table II ) was quite helpful. It was often so that a seemingly essential utterance by the subject was found, but determining the APES stage was difficult nonetheless. Eventually, seemingly correct stages were found for all excerpts. Finding the correct APES stages was aided by repeatedly reading the subject's utterance and assessing the excerpt according to the amount of cognitive processing and in light of the emotional content. However, the final text probably contains utterances that could have been rated otherwise. Thinking critically, the data achieved by assimilation analysis could be said to be, in all its detail, merely approximate and dependent on the researcher's interests. Alternatively, we should, of course, bear in mind that the APES stage given to a single utterance is not very significant in the scale of the entire change process.

In Johanna's case, the conceptualized problematic experience could have been, for instance, hopelessness regarding studying, and the effect of negative thoughts on studying or getting support from other people. In this case, the research problem directed the choice of themes. Furthermore, the problematic experiences had to be such that they could be conceptualized into suitable units.

The fact that the analysed data is mainly linguistic can be seen as a weakness of the assimilation analysis. This deficiency is a drawback with most qualitative research methods. The verbal descriptions of the subjects do not always accurately convey the relevant contents of the meanings or the emotions related to them. However, if the analysis is to be successful, it has to recognize the subtle nuances and feelings from the material. That is why we used videotapes: the chance to check the process in video deepens the researchers' understanding.

The very concept of a problematic experience can easily be challenged. In this study, the subject's problematic experiences were the themes that were discussed often and at length. However, other criteria could have been used to choose the problematic experience. The themes conceptualized as problematic experiences could also have been, for example, themes for which there was great progress or for which there was little or no progress at all. Alternatively, another interesting theme could have been chosen.

From an economical point of view, it must be mentioned that with a course such as this, a large number of people can be treated relatively quickly. Nowadays, there is pressure to treat depression as cost-effectively as possible (Bright at al., 1999). Group treatment is substantially less costly than individual treatment. The studied group had 16 gatherings, and sessions were two hours each. The group had six members from beginning to end. If they had each had an individual appointment 16 times, there would have been 96 meetings altogether.

One viewpoint is that coping with depression can be taught. One outlook could be introducing depression school as a part of general, basic health care, for instance at schools. The aim could be to teach mood-control skills to persons predisposed to depression, before they become ill. It would be reasonable for the sake of these people themselves, because it would save them from a great deal of human suffering. In addition, this practice would be sensible for society as well, because economically, it would be much less costly than long-term treatments and sick leaves. However, more research is needed to determine this.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

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