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• Creating Effective Scenarios, Case Studies and Role Plays

Creating effective scenarios, case studies and role plays

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

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

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

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

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

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

Outcomes and learning activity alignment

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

(Smith, 18)

What’s the difference?

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

Case studies

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

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

Foundational considerations

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

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

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

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

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

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

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

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

Further details for each

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

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

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

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

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

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

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

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

Five Cs of role playing  (AOM, 3)

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

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

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

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

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

An engineering role play adaptation

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

References:

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

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

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

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

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

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5 Scenario Examples to Engage Learners and Build Confidence

by Kathleen Matyas, Senior Strategist

Feb. 8, 2022 / Learning-experience design

Think back to the last time you learned a new skill. How much of your preparation came from simply reading training materials? How much of it came from trying it out for yourself and learning by doing?

Learning is a process , and the application and reflection phases are key to cultivating prepared, confident learners. But it’s not always realistic, or even safe, to teach new skills in the actual environments in which they’re applicable.

That’s where scenario based training comes in. Scenario-based learning is an interactive instructional strategy that uses real-life situations and narratives to actively engage learners. It’s hard to beat the engagement quotient of scenarios, and they’re a proven strategy for boosting learning outcomes. Think about your own approach to scenarios. Are you making the most of scenario-based learning?

We love using scenarios in our learning experiences—they’re a great solution for all kinds of industries and learning objectives. We’ve rounded up some of our favorite scenario based training examples to inspire you to take your learning even further. Let’s take a look at five scenario examples and how they elevated the learning experience.

1. Scenario example for safety and emergency procedures

Need to train team members on how to keep themselves and others safe? Telling them what to do in an emergency or crisis situation usually isn’t enough. People often learn best by doing, but how can you put their safety and emergency procedure skills to the test without putting them or others at risk?

Scenario-based learning is a great way to immerse learners in a realistic yet controlled environment where they can practice skills, play out different situations, and build their confidence. When a crisis occurs in actuality, they’re better prepared to respond without making critical mistakes.

Barton Health safety training

Barton Health needed to train team members on Fire Safety, Medical Equipment Safety, and Radiation Safety. Rather than create a standard compliance course that simply tells the learner how to behave safely, we created an interactive experience where they could identify and manage risks in a simulated healthcare environment.

In this learning experience, users are introduced to a realistic situation at the Barton Health campus: an electrical issue is causing problems in key areas of the hospital. They must make a series of decisions to prevent damage to the building and its equipment by stabilizing two key rooms in the building: the Operating Room and the MRI Room. Each room in the scenario is depicted by illustrations.

In the Operating Room, the learner is prompted to review the fire safety procedures and then identify the items in the room that are fire hazards (while the clock is ticking!). If they identify all items in the room before time runs out, they’ve successfully stabilized the Operating Room and can move on to the MRI Room. If they run out of time, they restart the room and try again. That’s the beauty of a scenario—failing is risk-free and you learn from the consequences.

Before moving on to the MRI Room, the learner is instructed to select the items on their person that need to be removed—all metal objects need to be removed before entering. They then need to select the MRI Technician to gain approval for entry.

Once in, they’re told that the machine is malfunctioning and are challenged with taking the proper steps to safely resolve the situation. If the user completes the required steps in the right order and before the clock runs out, they’ve stabilized the room and won the game. If not, they’re back to the beginning to give it another try.

Like all good scenarios, these scenario examples focus on application. Learning with context often yields much better outcomes, especially when the stakes are high. Setting your scenario in a simulated real-world environment makes it that much more memorable and relatable for learners.

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2. Scenario example for social media conduct training

Global brands almost always have a strong presence across social media platforms, and even something as simple as liking a post on social media can have an enormous effect on the business they do.

Scenarios can help team members feel confident about what they can and can’t post on social media, whether they’re representing the brand or on their personal accounts. You could equip team members with a lengthy social media handbook and trust that they’ll review and retain it on their own—but learning by doing is a better way to translate those practices into real-world situations.

Here’s an example of a scenario for sharing smart social media practices with employees.

Social media best practices training

We partnered with a global hospitality brand to create a social media best practices training that would empower team members to maximize their engagement on social media and avoid unanticipated negative outcomes.

We designed scenario-based training that would inform team members of the brand’s social media best practices and give them an opportunity to practice their knowledge in a low-stakes simulated environment. We created two Articulate Rise modules that explained principles and policies and three Articulate Storyline modules that allowed learners to practice and demonstrate their mastery of the content through challenging and realistic scenarios.

To accomplish this, we replicated the experience of a social media platform. Learners interacted with the modules by liking, commenting on, or sharing posts—the same way they would on social media—and then learned from the immediate consequences of their actions.

Learners began each lesson by adding their name and favorite brand, and these items were featured throughout the training to increase the personalization of the training. As the training progressed, learners navigated complex branching scenarios, with the option to repeat scenarios and choose different responses to understand the downstream impacts of their choices.

3. 3D scenario for lab safety training

Safety is top priority in lab settings—is sharing a handbook with employees enough? Often, safety training is stickier when you give learners the chance to apply safety protocols in a realistic yet safe simulated environment.

Let’s take a closer look at how to use scenario learning to build confidence around lab safety.

Cubist lab safety training

Cubist needed to train employees on how to identify hazards and address them in the appropriate manner. Instead of having learners simply read up on the potential hazards and proper responses, we created an Articulate Storyline course with 3D-rendered cut-scenes that required the learner to apply their knowledge in a simulated lab environment.

Here’s how it works. Learners enter a biology lab and move their cursor over any object or area where they observe a possible safety hazard, selecting anything they believe to be unsafe. If something is in fact unsafe, learners are given several options and choose the best way to correct it. Each option has feedback so they can learn more about each hazard and how to respond. Once they’ve identified and corrected all five hazards, they move on to the chemistry lab to repeat the exercise, with an emphasis on chemical safety.

This is one of our favorite scenario based elearning examples because it requires learners to go beyond acquiring knowledge and apply what they’ve learned. Plus, the 3D renderings in this scenario help to create a true-to-life representation of the lab and actual issues that learners might find themselves facing on the job.

4. Gamified scenario for exploring career paths

If your top priorities are to motivate and engage learners, try incorporating gamification into your scenario. Gamification uses elements like characters, narrative, and rewards to help immerse learners and capture their interest .

Let’s take a look at an example of a scenario that uses gamification to inspire employees to envision their future career paths.

CSL developing people game

CSL is one of the largest and fastest-growing biotechnology businesses and a leading provider of in-licensed vaccines. CSL came to us looking for a thoughtful eLearning solution that would inspire its workforce to imagine their career paths and the many ways in which they can expand their skill sets and grow their careers within CSL.

We decided to take a unique, gamified approach with a choose-your-own-adventure style game that gets users to explore options for their long-term career path at CSL, based on their perceived strengths, skill sets, and goals. Once we determined the paths and events along their journey, we designed characters, events, and player interactions.

Users start by selecting where they are in their CSL journey. From there, they engage in a 10–15 minute experience, making decisions on interactive career pathways that help them travel through their career lifecycle and visualize their future with CSL. The experience served a global, virtual audience of 27,000 employees and required us to conduct a thorough exploration of roles and pathways within CSL.

The outcome? We were able to leverage gamified scenario learning to immerse learners in a positive vision of their futures with CSL and inspire them to start taking steps to make it a reality.

5. Scenario example for explaining complex processes

Product flow is complicated. In order to get it right, learners need to visualize how goods will move from supplier to consumer and all of the small decisions along the way that impact the journey. When it comes to simplifying complex processes, video-based scenario training is a great way to show and not tell and allow learners to think through real-world decisions.

Take a look at one example for using live videos in a scenario.

Product distribution onboarding

As part of onboarding, business analysts and buyers at a regional grocery store chain needed to understand the overall product flow from distribution facility to store. This brand believes in investing in its talent, and they often promote from within. That means people entering these roles are often more junior employees with little experience in distribution facility operations.

It’s a complex undertaking, and it’s critical for new hires to understand how the decisions they make from HQ directly impact the overall product flow. The decisions they make influence which products are available to customers in-store, which ultimately impacts the customer’s overall experience. Those are high stakes, and we knew it would take an immersive and engaging learning experience to help train the company’s BAs and buyers for success.

For this training, we created live-action videos to depict three unique scenarios. Our goal was to show learners how a product moves from distribution to stores and provide examples of critical decisions they’ll face to make the process run more smoothly. We made sure the videos seamlessly represented the store, the distribution facility, and HQ in order to visually show how each one impacts the other.

Nobody likes watching boring videos, so we took a fun and cheeky approach to these scenarios. We used actual company employees as actors (plus some Maestro team members!) to set up three situations, then prompting the learner to choose the best approach to resolve the problem. After the learner makes a decision, a summary video shows the outcome of all three presented options, highlighting which approach is best and why.

Especially when a learner is new to a role, it’s challenging to see the full scope of your decisions and influence. These video-based learning scenarios helped learners to transcend their environment and think beyond the walls of HQ. The training helped them see the big picture and explore why seemingly viable approaches might not be the best choice after all.

Scenarios prepare learners for success

For learning to be effective and really change the way we think and act, it needs to account for the way our brains process and absorb new information. These scenario examples serve as inspiration to show what’s possible in eLearning. Scenario-based learning is powerful: learners can practice their skills, learn from the consequences, and repeat the exercise until they get it right.

There are more scenario examples where that came from.

Our gamified approach to bartender training for Royal Caribbean earned a Brandon Hall Gold Award.

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Acist medical systems lifelike 3d product training to guide service techs on the job, best western hotels & resorts helping transform brand culture with fresh, energizing ilt.

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How to Build an Effective Scenario-Based Learning Activity

Article written by ASC Office of Distance Education Instructional Designer,  Jessica Henderson.

This article expands upon the ASC ODE article, “ Scenario Based Learning’s Potential for Online, Asynchronous Learning and Beyond ”, which explores the evidence behind the effectiveness of Scenario Based Learning (SBL) in building higher-order thinking skills and the ways in which such a strategy can support student learning and engagement, particularly in online, asynchronous environments. The article here will dive into the actual design stage involved in crafting an SBL activity, as well as considerations for which supported tools are best suited for delivering SBL activities online.

As an introduction to this resource, and in an effort to provide a succinct summary of the article linked above, Scenario Based Learning (SBL) is an active learning strategy that guides learners through simulated events via the incorporation of narratives and authentic, or real-world, contexts. SBL:

• has proven effective in building higher-order proficiencies, and other highly sought-after transferable skills,
• necessitates intensive effort dedicated to planning, testing, and implementation from instructors to effectively execute, and
• requires additional considerations such as which supported tool will best serve the activity needs and meet the learning objectives, what additional instructions will need to be provided to learners to ensure clarity, and where and how will the activity be delivered.

SBL Development Frameworks: ADDIE and EMERGO Methodology

Developing an SBL activity is not unlike designing a new course. The same sorts of backwards design strategies used in planning academic courses can ensure that the design of the scenario-based activity will be both efficient and student-focused, leading to the achievement of desired learning outcomes.

One specific backwards-design style framework that has been used to guide the development of SBL activities is referred to as the EMERGO methodology [1]  EMERGO is founded on the principles of a well-proven instructional design model known as ADDIE [2] , an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate.

EMERGO takes the ADDIE cycle and extends it to simulated tasks and environments. Each phase of the EMERGO methodology is described below, with the greatest attention being given to the Design and Develop stages, as these tend to be the most challenging of the cyclical steps.

Step 1: Analyze

The development of any SBL activity should begin by analyzing the why: Why is this activity needed? Why is SBL well-suited to this task or assignment? In short, this initial step equates to the articulation of the broader goals and subsequent learning outcomes desired as a result of the particular exercise.

As you contemplate and begin to draft your goals and outcomes for the activity, here are a few questions that may help you get started:

• What technical skills do you want students to gain by completing the activity?
• What transferable skills, higher-order cognitive thinking, do you want students to practice and develop?
• What principles of quality online teaching and learning and Universal Design for Learning are most important to you to consider and apply within this activity and what challenges or limitations might arise regarding their implementation? (e.g. community building, student engagement, motivation, metacognitive practices, instructor presence, transparency in design, multiple means of representation, etc.)
• How will the achievement of goals and outcomes be assessed?
• What prior knowledge might students need to complete the task?
• Will the activity serve as a stand-alone task or as an introductory exercise to a large assignment?
• How does the activity figure into the overall student workload estimation?

Be sure to document and save your responses to these and other pertinent questions, along with the goals and outcomes that they help to shape. You will use these responses and established outcomes as a guide throughout each of the following stages.

For more about the types of situations that may be well-suited to SBL activities, be sure to explore this specific section in the ASC ODE  Scenario Based Learning’s Potential for Online, Asynchronous Learning and Beyond  article.

Step 2: Design - The 5 Cs of Scenario-Based Learning

Once you have completed the analysis stage and established your goals and outcomes, it is time to start designing the activity by mapping out the framework and inner workings of the scenario. But where do you even begin?

The EMERGO methodology chunks the Design stage into three scaffolded steps that can help to streamline the activity creation process. These three steps include laying out the following: 1) the Framework Scenario, 2) the Ingredients Scenario, and 3) the Detailed Scenario.

The Framework Scenario

The Framework scenario functions as a general outline or template that helps to structure the final detailed activity. The framework will generally consist of one or more blocks containing five core types of elements, helpfully referred to as the 5Cs of Scenario Based Learning 3 . The 5Cs are:

• Context : This includes any background information, such as place, situation, time period, etc. that help to establish and frame the challenges and choices that students will face.
• Challenge : Challenges are the specific problems and questions that will test students’ technical understanding and/or ability to think critically.
• Choices : The choices are the possible pathways and solutions that students will encounter in response to the challenge.
• Consequence : Each choice is followed by a consequence. Consequences can be positive or negative, and of varying degrees. These are the points in the scenario where feedback happens, allowing students to check their understanding and progress, and reflect on the outcome of a specific decision.
• Contemplate : Contemplate may refer to several smaller direct moments invoking reflection through direct instructor feedback or reflection prompts. This element could also appear in the form of a larger reflection question related to the experience of the activity as a whole.

As part of this step, it is helpful to map out each of these elements in a basic outline or visual flowchart, either via pen and paper or by using an online tool like Microsoft Word, Excel or Visio:

As you begin to organize your activity:

• Think first about the challenges that you want students to encounter, those concepts that speak directly to the learning outcomes and that will provide evidence that students have met those outcomes. List out those challenges to determine how many you will need to include and in what order they might appear.  
• Next, consider what background knowledge and context might help to frame the challenges that students will face. What information might students need to help them think critically about the events at hand? Then, work your way through the choices. What are some possible, realistic pathways that may stem from the challenge in question? Try to keep the number of options limited to three or four so as not to overwhelm and complicate the actual development process and overall size of the scenario.  
• Finally, consider, at a global level, what feedback and reflection questions will be associated with each decision. Will the feedback be positive? Negative? Will students earn higher points for choosing one path over another? Where might you incorporate prompts for deeper reflection?  

The Ingredients Scenario

After you have outlined the framework scenario, it is time to begin adding some surface-level details to each element. Here, you will consider things such as what specific tasks students might complete, (e.g. completing a puzzle, interacting with a virtual tour, conducting Internet research, etc.) what tools and resources might you consider using to complete the tasks, in what format information might be presented, and the amount of flexibility students have (i.e. can students navigate backwards within the scenario you design to quickly try again or do they need to work their way through an entire path before making a second attempt? Do they need to get an answer correct before they can proceed to the next challenge? Etc.).

The Detailed Scenario

The last step of the design stage is to fill in the gaps. This is where you will identify, collect, and/or create the content that will be used to develop the scenario. This includes writing out scripts for any videos that might need to be created, collecting a list of resource links that will need to be shared, locating and saving visual elements, etc. It is also at this point that you will identify and select the specific tools that will be used for each element. For example, if you are incorporating your own videos, what will you use to record, store, and share those video files? If you need to incorporate fill-in-the blank or multiple choice questions, what quizzing tool or features will you use?

Step 3: Develop - Choosing the Right Platform for Delivery

Following the design stage comes the development stage. This is the point where you bring all of the individual pieces together into a working draft of an interactive activity and run the activity through multiple rounds of testing to ensure functionality and accuracy.

When it comes to developing a digital branching scenario activity, there are currently three primary tools supported either by the university or the College of Arts and Sciences that we recommend for the creation fo SBL activities. Each one of these tools contains positives and negatives that must be weighed against one another to determine the best platform for your specific activity. The advantages and disadvantages of each are outlined below.

SBL activities can be designed directly in Carmen by creating individual Pages and strategically linking them together to form various pathways.

• Consistency: Instructors and students of online Ohio State courses are likely already familiar with Carmen and its general functionality.
• No need to learn additional tools: No external tools are required, which means there is little to no learning curve when it comes to the technology used.
• Independence: Instructors can create and manage basic pages and link them without having to rely extensively on external support.
• Difficult to grade and associate with points: Because the activity relies on several Pages that are linked together, it is difficult, if not impossible, to associate these activities with points and the gradebook without complex workarounds and less-transparent navigation, which could result in a high level of confusion.
• Understanding student use is a challenge: For similar reasons to the point above, gathering statistics on how and which students are working through these activities is very limited and difficult to gather, which may make it more challenging to evaluate the effectiveness of the activity in an online environment.
• Limited to multiple choice or true/false: Relying on linked pages, generally means that any questions incorporated in the activity must be either multiple choice or true/false.
• Clunky and not well-suited for larger scenarios: Building SBL activities in Carmen requires a great deal of organization. The developer must keep track of each and every page name and where that page links. This organization must be done outside of Carmen, as Carmen itself does not contain the types of visual flowchart layouts that other SBL tools include. Furthermore, making updates to page name after they have already been linked elsewhere can create difficulties. When page names change, any corresponding links will break if the name change is not reflected in all linked locations.
• Lacking in User Experience: Unless you are familiar with some HTML code, basic pages in Carmen do not offer the best User Experience.
• Potential for decreased motivation : The lack of visual variety can negatively impact student engagement and motivation.

For more details and a video tutorial that demonstrates how to build branching scenarios using Carmen Pages refer to the ASC ODE article Enhance Your Course Design and Increase Student Engagement with Creative Carmen Pages

• Integrated with Carmen and the gradebook: By incorporating Goal Point blocks, students receive points when they make certain decisions or achieve certain goals. If the activity is set up as a Carmen assignment using the ThinLink integration, points will automatically transfer to the Carmen gradebook.
• User-friendly platform: Both from the developer’s side and the participant’s side, the ThingLink platform is very intuitive and easy to use and does not require a large learning curve.
• Visual organization: The interface incorporates a visual flowchart and color coding to make it easier to visualize and keep track of each block and connection within the scenario.
• Flexibility related to content: You can embed or link to just about anything in ThingLink, including external images, videos, and audio files, other ThingLink scenes and virtual tours, etc.
• Timers: Of the three tools discussed, ThingLink is currently the only one that allows you to add timers, either to the entire scenario, or to individual blocks. This can be particularly helpful for lower-stakes exercises where you want to provide added challenges.
• Detailed statistics: Within the ThingLink Scenario Builder you can turn on advanced tracking to view details about how your students are interacting with the activity, either as a whole or by individual user. You can see things such as each path a student took, the most common paths taken, and average time spent on an individual block.
• Independence on the part of the instructor: Instructors within the College of Arts and Sciences can manage and design scenarios on their own. But they also have the option to add collaborators for additional support or collaboration across courses.
• Some limitations to question types: You can incorporate true/false, multiple choice, and open-ended questions directly in ThingLink. However, open-ended questions must be answered correctly before a student can proceed.
• Limits to customization of settings: Some general settings, such as the text of the Proceed button, are not fully customizable.
• Points are taken as a percentage: ThingLink calculates the final points a student earns as a percentage of the total points included in the scenario. If you are building a scenario where students don’t necessarily need to complete every pathway or you want to have different pathways be worth a different number of points (e.g. one pathway may be more correct than another), this may lead to an inaccurate or misleading final score, as it will overwrite the point total added to the Carmen assignment and reflect the total points contained within the scenario itself.
• Integrated with Carmen and the gradebook: Points can either be calculated by assigning a total to the end of a complete pathway or they can be calculated dynamically by incorporating quiz questions throughout. These points transfer automatically to the Carmen gradebook as a total point value.
• Flexibility in terms of question types: H5P allows for the most flexibility in terms of questions. Multiple-choice, Select All, True/False, and Fill-in-the blank can all be incorporated in H5P without the requirement that students answer correctly before proceeding to the next task.
• Visual variety: Content can be displayed in a variety of layouts, combining multiple forms of media in a visually clean and engaging way.
• Customizable settings: H5P provides a good deal of customization when it comes to general settings, such as the text that appears on the beginning and end screens or on navigation buttons.
• Detailed statistics: H5P contains detailed reports for branching scenario activities that have been added via the Carmen integration. Through these reports you can see information by student such as the number of attempts made, the time of both the first and last attempt, the first, last, best, and max scores, the total time spent on the activity, and the individual answers selected for each question or branch.
• Some limitations in terms of content: The types of content that can be embedded in H5P are a bit more restricted. You can incorporate videos, audio, images, and text. You can also link to a variety of content, but you generally cannot embed external content in an H5P scenario unless you have the actual media file on hand and can upload it to the platform.
• Some limitations to scoring : While the variety of questions and overall score transfer to Carmen function rather well, points are limited to either being set at the very end of the scenario or by incorporating quiz questions. It is more difficult to award points after individual branching actions and requires some workarounds.
• Higher dependency on external supports: Content created in H5P (following standard operating procedures and agreements with the ADA Coordinator’s Office to ensure security and accessibility for students), must be created and managed by ASC ODE Instructional Designers. Thus, instructors must depend more heavily on collaborative efforts with external partners to develop and manage SBL activities using H5P. This also means that any data reports associated with the content are collected and managed by the Instructional Designers. If an instructor wishes to view the statistics, they must first reach out to the ASC ODE Instructional Designer to request access to the specific data report.

Additional details and content examples utilizing H5P can be found in the ASC Resource article H5P: A Tool for Creating Interactive Course Content .

Steps 4 & 5: Implement and Evaluate

The final steps in developing an effective SBL activity are to implement the activity in the classroom and evaluate whether or not the activity achieved the goals and learning outcomes set forth in the analysis stage, identifying areas for adjustment and improvement going forward. It is also beneficial to gather qualitative feedback from the learners themselves to gain a holistic view of their experience in terms of engagement, functionality, ease of use, and even their own self-assessment and perception of their personal skill development.

Additional Resources and Support

For additional information about Scenario-Based Learning and helpful frameworks, we encourage you to explore the following resources. If you would like additional support in developing an SBL activity, our Instructional Designers are here to help brainstorm, collaborate, and offer additional support. Request a consultation today!

• Scenario Based Learning’s Potential for Online, Asynchronous Learning and Beyond
• ThingLink: Creating Scenario Based Learning Experiences
• Enhance Your Course Design and Increase Student Engagement with Creative Carmen Pages
• ThingLink: An Interactive Tool for Instructors and Students
• H5P: A Tool for Creating Interactive Course Content

[1]  Nadolski, R. J., Hummel, H. G., van den Brink, H. J., Hoefakker, R. E., Slootmaker, A., Kurvers, J. H., & Storm, J. (2008, September). EMERGO: A methodology and toolkit for developing serious games in higher education. SIMULATION & GAMING, 39 (3), 338-352.

[2]  University of Washington | Bothell. (2023). Information Technology . Retrieved from ADDIE https://go.osu.edu/ChWU .

[3]  ThingLink. (n.d.). Creating Scenario Based Learning Experiences. Retrieved from thinglink.com: https://drive.google.com/file/d/1qxPrdw2LnIU-Xj59CIKvfs1onKFikOA5/view?pli=1

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Scenario-Based Learning: 7 Engaging Examples for Formal and Informal Education

Thomas Bril

Imagine a classroom where learning is not confined to textbooks and lectures, but extends into real-life situations. Scenario-based learning offers a revolutionary approach to education, providing students with immersive experiences that foster critical thinking and problem-solving skills. In this article, we will explore the concept, mechanics, and benefits of scenario-based learning , both in formal and informal education settings. Brace yourself for a journey into an exciting realm where education meets reality!

Understanding Scenario-Based Learning

At its core, scenario-based learning involves presenting learners with real or fictional scenarios, in which they must apply their knowledge and skills to make informed decisions. This pedagogical approach goes beyond rote memorization, encouraging active engagement and critical analysis.

Scenario-based learning is a dynamic and interactive method that allows learners to actively participate in their own learning process. By immersing students in realistic scenarios, educators can create a stimulating and engaging environment that promotes deep learning and critical thinking .

One of the key concepts in scenario-based learning is the idea of authenticity. By placing learners in authentic contexts, scenario-based learning allows them to witness the consequences of their choices firsthand. This experiential learning approach enables students to develop a deeper understanding of complex concepts and gain practical experience that they can apply in real-world situations.

The Concept and Importance of Scenario-Based Learning

Scenario-based learning places learners in authentic contexts, allowing them to witness the consequences of their choices firsthand. By simulating real-world scenarios , students gain practical experience and develop a deeper understanding of complex concepts. The importance of this approach lies in its ability to bridge the gap between theory and practice, preparing learners for the challenges they will face in their professional lives.

Imagine a scenario where medical students are presented with a simulated emergency situation in a hospital setting. They are required to make critical decisions under pressure, just as they would in a real-life emergency. By engaging in this scenario, students not only apply their theoretical knowledge but also develop essential skills such as teamwork , communication, and problem-solving.

Furthermore, scenario-based learning promotes active engagement and critical analysis. Instead of passively receiving information, learners are actively involved in the learning process. They must analyze the scenario, evaluate different options, and make informed decisions based on their understanding of the subject matter. This active engagement enhances their ability to think critically and apply their knowledge in practical situations.

The Role of Scenario-Based Learning in Education

Scenario-based learning has the power to revolutionize education by creating meaningful learning experiences. It promotes active learning , collaboration, and problem solving. By immersing students in realistic scenarios, educators can facilitate deep learning, enabling learners to connect theory to real-world application.

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Collaboration is an essential aspect of scenario-based learning . In many scenarios, students are required to work together in teams, simulating real-world collaborative environments. This not only enhances their teamwork skills but also exposes them to diverse perspectives and encourages them to consider different viewpoints.

Moreover, scenario-based learning fosters problem-solving skills. When faced with a scenario, learners are challenged to identify problems, analyze information, and develop effective solutions. This process of problem-solving strengthens their ability to think critically and creatively, preparing them for the complex challenges they may encounter in their future careers.

Overall, scenario-based learning is a powerful educational tool that promotes active learning, critical thinking, and practical application of knowledge. By incorporating this approach into their teaching practices, educators can create transformative learning experiences that prepare students for success in the real world.

The Mechanics of Scenario-Based Learning

Central to the success of scenario-based learning is the careful design and implementation of effective scenarios. Let’s delve into the key components of this process:

Designing Effective Scenarios for Learning

Creating scenarios that captivate learners requires careful thought and planning. Engaging scenarios should be relevant, challenging, and aligned with learning objectives. By considering the learners’ prior knowledge and experiences, educators can tailor scenarios to their needs, ensuring maximum engagement and knowledge retention .

Implementing Scenario-Based Learning in the Classroom

While designing scenarios is crucial, their effective implementation is equally important. Scenario-based learning can be integrated into classroom activities through role-playing exercises, case studies, or even simulations. Engaging students in active discussions and reflections further enhances their learning experience .

Scenario-Based Learning in Formal Education

In formal education settings, scenario-based learning offers numerous benefits that go beyond traditional teaching methods. Let’s explore some of these advantages:

Benefits of Scenario-Based Learning in Formal Settings

Scenario-based learning enhances student engagement, as it transforms passive recipients of knowledge into active participants in the learning process . By immersing students in realistic scenarios, educators empower them to apply their knowledge, develop critical thinking skills, and collaborate effectively with their peers.

Challenges and Solutions in Applying Scenario-Based Learning in Formal Education

Implementing scenario-based learning in formal education can present challenges, such as time constraints or resistance to change. However, these obstacles can be overcome through proper planning, support from stakeholders, and providing resources and training to educators. By embracing scenario-based learning , formal education can evolve into a dynamic and student-centered environment.

Scenario-Based Learning in Informal Education

Informal education settings, such as workshops or community programs, can greatly benefit from scenario-based learning . Let’s uncover the advantages it offers:

Advantages of Scenario-Based Learning in Informal Settings

Informal education is characterized by its hands-on nature and focus on practical skills. Scenario-based learning aligns perfectly with these principles by offering learners the opportunity to apply their knowledge in real-life situations. By engaging in scenarios, learners can experience the consequences of their actions firsthand, fostering deeper learning and enhancing their problem-solving abilities.

Overcoming Obstacles in Implementing Scenario-Based Learning in Informal Education

While informal education environments may seem conducive to scenario-based learning , challenges can still arise. Limited resources, lack of expertise, or resistance to change can hinder its implementation. However, by fostering collaboration among educators, leveraging technology, and providing ongoing support, these obstacles can be successfully overcome.

Measuring the Impact of Scenario-Based Learning

Evaluating the effectiveness of scenario-based learning is essential to identify areas of improvement and measure the impact on students’ learning outcomes. Here, we explore ways to assess the impact of this innovative approach:

Evaluating Learning Outcomes from Scenario-Based Learning

Assessing the learning outcomes of scenario-based learning can be done through a variety of methods, such as performance assessments, self-reflections, or peer evaluations. These evaluations provide valuable insights into students’ abilities to apply knowledge, think critically, and collaborate effectively.

Future Prospects of Scenario-Based Learning in Education

As the educational landscape continues to evolve, scenario-based learning is poised to play a significant role. With advancements in technology and growing recognition of the importance of practical skills, scenario-based learning offers a promising future for education. By providing learners with engaging and immersive experiences, it equips them with the skills necessary to thrive in a dynamic world.

In conclusion, scenario-based learning offers a transformative approach to education, bridging the gap between theory and practice. By immersing students in realistic scenarios, educators help them develop critical thinking , problem-solving skills, and real-world readiness. To unlock the full potential of scenario-based learning, organizations like Learnexus are committed to providing educators with the tools and resources needed to implement this innovative approach effectively. Join the scenario-based learning revolution today!

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13 Scenario-based Training & Learning Examples

Training design – Cathy Moore

12 scenario-based training examples

Branching scenarios help people practice doing what they do on the job and learn from the consequences. Here are several examples from scenario-based training to give you ideas..

The inclusion of an activity on this page doesn't mean, "Hey, you should do exactly this!" I chose these examples because they raise questions that will help you think more deeply about your own scenario design.

1: Steer the client in the right direction

By Cathy Moore , developed in Twine Carla wants you to create a course about a personality inventory. She says the course will help managers be more empathetic. She's already created a slide deck, so it should be easy!

This project will be another time-wasting information dump unless you steer Carla in a better direction. Try the scenario .

Chapter 3 of my book describes how to start projects right by encouraging clients to analyze the performance problem, not just throw training at it. This scenario helps you practice a small part of that skill.

Questions to consider: This scenario isn't meant to stand alone. It's a small part of the Partner from the Start toolkit. It's preceded and followed by many more activities, all designed to help you practice starting a project right with a client like Carla.

However, it's common for designers to create just one activity for each skill. For example, they present some tips and then have learners practice with one scenario.

How effective would this activity be if it were the only practice you had for managing the handoff conversation? If you used just this scenario, would you be able to manage your next handoff meeting with significantly better results?

2: Connect with Haji Kamal

By Kinection with Cathy Moore, developed in Flash You’re a US Army sergeant in Afghanistan. Can you help a young lieutenant make a good impression on a Pashtun leader? That’s the challenge behind “Connect with Haji Kamal.” See a video of the activity and learn how it was designed .

This activity is a small part of larger training. It was designed to stimulate discussion in a live session. Soldiers completed the activity the night before a classroom session.

Questions to consider: What kind of feedback does the activity provide? Why didn't we just tell players what they were doing right or wrong? Why did we include two helpers who don't agree?

3: Hana Feels

By Gavin Inglis , developed in Twine Something is bothering young Hana. Can you figure out what it is and find the best way to help her? You choose what several people say, including a crisis line volunteer, Hana's boss, and a friend. Play it here .

Questions to consider: You don't choose everything that each person says. Instead, you pick a statement that might send the conversation down a different path, and the author fills in the rest of the conversation. How could you apply this to soft skills training, such as an activity on handling a difficult conversation? Or is it better to require the player to choose every statement their character says?

4: Sales simulation with audio

By Elucidat You sell video editing software, and you know that Leon might need your software. Is he really a good prospect? Try the activity .

Questions to consider:  The activity encourages you to review some basic information before the call, but it's not required. What does this tell you about how the designers view your intelligence? Does that affect your motivation?

You're given only two choices at each point. Does that feel like enough? Would the activity be more challenging with more options, or would the additional choices feel like a burden?

At each decision point, you get instant corrective feedback. How does that affect the "feel" of the simulation? Does it matter?

For the audio, the developers used an actor who sounded natural. Often, voice actors sound like they're reading a script. What made the actor sound more natural? How could you coach a voice actor to sound this way?

5: Costas is HIV positive

Developed as part of the WAVES Network   You've discovered that your patient, Costas, is HIV positive. He doesn't want to tell his wife. What can you do? Try the scenario .

Questions to consider: The scenario has an "old school" look. Many designers invest a lot of effort into making their activities look more slick. How important is a slick look? For example, did you need to see a photo of Costas in order to make your decisions? Did the look and feel of the activity affect your ability to be pulled into the story?

In my scenario design toolkit , I have participants go through a similarly "old school" scenario. Participants often say that they didn't need to see photos of the characters or other bells and whistles -- the story was compelling enough on its own. However, clients and learners may expect a higher level of production.

Your goal is apparently to get the best result for both Costas and his family. How difficult is it to reach that result? Did you want help or hints to make it easier?

6: Medical diagnosis scenario

By SmartBuilder , developed in SmartBuilder Your patient has bruising and swelling on her face. What questions should you ask her to quickly make the right diagnosis? Try the scenario, which is "Patient Management" on this page .

Questions to consider: Compared to the previous medical scenario, this one is more "slick." How does the production style affect your learning? What are some arguments for investing in this level of production?

You'll diagnose the patient by asking questions. The scenario requires you to choose all your questions at once, before you can read the answer to any of them. The patient's answer to one question sometimes makes a question you chose earlier irrelevant.

Why might the designers have chosen this approach? Why don't they let you choose one question at a time and let the patient's response help determine the next question, as happens in the real-world exam? (My guess: Their approach requires less branching, but it means that the scenario isn't as realistic.)

7: Sexual harassment training scenario

By Will Interactive You're a manager and need to respond to several situations that might affect the professionalism of the workplace. How should you respond? Try the demo .

Questions to consider: Why did the designers use video rather than text or text with images? What do they gain from video, and what potential problems does the format create?

Why did the designers give you only two options at most decision points? What would be the effect on your decision-making if you had three options instead? What type of feedback did you usually receive? Was it a natural consequence of your choice? Did this affect your motivation in any way?

8: Learn to speak Zeko

By  Cathy Moore ; developed in  Twine You’re a journalist rushing to a hot story in Zekonia, but your guide doesn't speak English. Can you learn enough Zeko to follow his directions? Try the scenario

This experimental scenario shows one type of scaffolding: It structures the activity so people learn a bit at a time, building on previous knowledge. In contrast, the traditional approach would be to first present the basic Zeko words and have you memorize them, maybe as a flashcard game that translates from English to Zeko and back again. Only then would you be allowed into a story to "apply what you've learned."

Instead, I throw you directly into the activity. The activity itself teaches you the words, in context, one at a time. This avoids inefficient, in-the-head translation and gives your brain a stickier way to store the information, as visuals or scenes in a story. At least, that's the idea.

9: Set up the laptop technical training scenario

By SmartBuilder , developed in SmartBuilder You need to help someone set up their laptop for a presentation that starts in a few minutes. Try the original Flash version of the activity , and compare it to the newer version under "Using Computer Ports" on their examples page .

Questions to consider: Why does the designer let you skip the "learn about the ports" section? In the new version of the activity, you have to drag the cable to the correct port. Is this better than just clicking on it? Finally, the new version uses photos that show stronger emotion. What is the effect of this?

10: Residential technician training

By Allen Interactions Can you find the problems with this equipment and choose the correct replacement? Plumbing, electrical, and HVAC technicians practice realistic tests and make decisions in this activity .

Questions to consider:  The challenges are preceded by cheerful text explanations. Are the explanations helpful? Could they be made more concise, or should they be left as they are? 

Instead of seeing the consequence of our decision, we're given corrective feedback, such as being told we chose the wrong motor. Why did the designers take this approach?

We don't know if the learners were also given references to use in the field. Do you think people will remember what they learned in the interaction, or should they have some job aids to take with them? What information in the activity could be turned into a job aid?

The description of the project doesn't include the business goal. What problems might this type of elearning help solve? How might we measure the success of this project?

11: Weak example of a branching scenario

By Cathy Moore , developed in Mac Keynote and Hype Your client wants you to convert her content into an online course. Can you steer her away from that bad idea? Try this simplistic scenario that I created several years ago to test some ideas.

This is a weak scenario. Many scenarios I see are like this one -- the decisions are too easy and the stock photos unnecessary. The idea is solid, but because I spent so long sourcing graphics and building slides, I had little time to write a decent challenge. My slide-based tool (similar to PowerPoint) made extensive branching difficult, so I made the story too simple. For a more realistic scenario on the same topic, see the first example on this page.

12: Example of a "branching" scenario that doesn't branch

I like to call this structure the "control freak" scenario. It works like this: You're presented with the first scene of a story and choose an option, let's say B. You see immediate feedback that tells you that you chose incorrectly, and that you should really do what's described in option A. The scenario sends you back to the same scene and this time you obediently choose A.

Now you see the second scene, and the process repeats. If you choose correctly, the story advances. If you choose incorrectly, you have to go back and do it right. There's usually plenty of feedback telling you what you did wrong and what you should do instead.

A lot of designers create this structure as their first scenario. It's easier to manage than full branching, and all the teacherly feedback feels familiar and "helpful." But do adults really learn best when they're constantly interrupted and corrected? How might the structure and feedback affect people's motivation?

Scenario design toolkit

Learn to design scenarios by designing scenarios, on the job. This self-paced toolkit walks you through all the steps, and interactive tools help you make the tricky decisions.

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5 inspiring scenario-based elearning examples

8 minute read

Senior Design Consultant

Scenarios can be an effective way to engage your learners and really change their behavior. Here are five scenario-based elearning examples to inspire your next project.

What is scenario-based learning?

Scenario-based training is a form of training which focuses on learning by doing. It uses real-life situations to support active learning . Rather than passively absorbing information, learners are immersed in a story. Using realistic work situations provides relatable, relevant, and impactful learning experiences. Adding interactivity to the scenario enables users to make decisions and learn through experiencing the consequences of their choices.

From compliance to soft skills, scenario-based learning can be applied to meet most corporate training needs. It can be your main learning strategy or part of a flexible blended learning journey. The approach can be used in online training for the workplace, as well as to enrich face-to-face training and Virtual Instructor Led Training (VILT). Scenarios can be set up using simple text with images, more immersive videos or even Virtual Reality (VR).

Why use scenario-based training?

Scenario-based learning is a popular strategy for online training. It offers lots of advantages for colleagues and companies.

Here are our top benefits of scenario-based training:

• Context: Learning is more effective if it’s real, relevant and practical. Set in situations that are familiar to learners, and acknowledging the nuance involved in their choices, makes the learning easier to transfer to the real world.
• Engagement: Humans respond well to emotionally impactful and memorable stories. A well-constructed realistic scenario will fuel a learner’s motivation. Realistic characters and a relevant storyline will keep learners engaged. They’ll want to find out what happens next and see the outcome of their choices.
• A safe space: Learners can make mistakes and take remedial action to recover in a safe online simulation. This approach can be used to explore situations that might be too risky, difficult, sensitive or expensive to explore in real life.

How to use scenario-based learning?

There are lots of ways to include scenarios in your elearning design, from quick and simple to longer-form and intricately designed.

So, where do you start?

• Understand your learning needs: Begin by understanding the problem you’re trying to solve and the audience you’re targeting. This will help you identify an approach that will resonate and create real business impact.
• Explore the critical situations: Speak to your colleagues and find out where and why work situations might prove challenging. Identify what triggers the event as this will be the starting point of your scenario.
• Identify the decision points: Walk through the work situation. Pinpoint the key decision points and the motivations behind these decisions. Identify the common mistakes that people make and the key feedback and reflection points that should be highlighted.

5 scenario-based elearning examples

Once you’ve analyzed your learning needs and outlined your scenario, it’s time to design your learning.

Here are five scenario-based elearning examples , each with a different approach , to get you inspired.

1. Scenario-based learning at scale

When working with a high volume of learners, small tweaks can make all the difference. By giving learners a range of choices to explore, this scenario based elearning example feels more relevant and personal to each individual. By allowing them to ‘work’ a case and draw their own conclusions they are drawn through the story and have autonomy in how they approach their learning.

Scenario-based learning example:

A great scenario-based approach for:

• Large organizations with multiple or diverse audiences in different environments
• Addressing nuanced topics where learners need to see several viewpoints. Think ethics training, discrimination or health and safety.

See this scale-friendly ele https://www.elucidat.com/showcase/#scenario-based-learning-at-scale arning example

2. Story as a way into the substance

A scenario can be a great way into a topic that is complex, dry or otherwise tricky. In this example, the story draws the learner in and primes them for the core content about ethical dilemmas and decision making.

Why it works:

• The (true) story has suspense and drama without being contrived or unbelievable, and music clips and engaging visuals bring it to life
• Decision points with immediate feedback in the narrator’s voice maintain immersion and the momentum of the story
• At the end, those low-stakes decisions are played back with commentary on what they might suggest about the learner’s responses in higher-stakes situations
• There is no judgment given – the scenario is all about drawing the learner in, prompting some self-reflection and priming them for the true learning content to come
• A low-tech interactive scenario makes a big, potentially daunting, topic accessible and engaging

Click here to go to this example

3. Product training using a sales simulation

When you need to train staff up on a new product, you could just give them the product information. But this elearning scenario example shows how taking a scenario-based approach to test that knowledge can be more engaging and more effective.

• Applying a simple scenario turns a basic multiple choice quiz into a more challenging simulation
• The quiz module tests the learner’s sales skills and ability to apply the learning in context, rather than simple recall of facts
• Using a customer scenario brings the content to life and helps to embed the product knowledge
• Feedback directs the learner back to the product information if the learner choose incorrectly, reinforcing the learning rather than just giving the correct answer

4. Immersive branching scenarios to explore consequences

Sometimes it pays to develop a more immersive, branching scenario – like this Open University example. This works really well when you want to offer experiential learning online and need the learner to engage emotionally with a subject.

• It combines Elucidat’s video players, rules, branching, social polls and layout designer to immerse the user in each emotionally-charged scenario
• The user learns by doing: their choices control the story and they see and feel the impact of their decisions on other people
• Feedback is offered at the end rather than incrementally after each decision point, so the branching is seamless and the story more realistic and engaging
• The use of scenarios makes the topic of mental health much more real, impactful and high stakes than simply reading about it
• As this is a topic where there isn’t a single right answer, social polling adds an extra dimension to the scenario by showing how other people acted at various points

5. An audio-driven scenario with game elements

This demo shows how gaming mechanics such as points and timers can be added to a scenario to create a realistic simulated environment for salespeople to practice their skills.

• This scenario is audio-driven, which balances low cost and engagement and – more importantly – simulates the environment the learners work in
• The whole scenario is in the first-person: the learner isn’t controlling a character or reacting to an observed scenario; they are the character and it’s their scenario
• Game elements add a sense of competition and urgency to the scenario, bringing it closer to the reality of a fast-paced, target-driven sales floor

Click here to go to the demo

Five examples of scenarios in corporate elearning, each used in a different way. If you need to make your content more engaging, more impactful, more relevant, and relatable, incorporating elearning scenarios could be the way to go. See how you can implement scenario examples with this best practice guide .

When to use scenarios to add value to your elearning?

In a nutshell, incorporating storytelling into your workplace learning content makes it more engaging, emotionally impactful and memorable. Crucially, it also makes it more effective: real, relevant and practical scenarios mean the knowledge and skills learnt are more likely to be transferred to the workplace.

Here are some examples of situations in which scenarios could really add value to the learning experience, and the potential benefits:

• When learner motivation is low. When learners simply don’t care, a well-designed scenario plays on their natural curiosity and that human tendency to want to know what happens next and where the story goes. A good scenario also encourages intrinsic motivation by striking a balance between challenging learners (to use existing skills and knowledge) without overwhelming them: success (and new skills or knowledge) has to feel within reach.
• When the core content is dry or complex: legal topics, compliance and so on. It can be hard for learners to envisage how this content relates to their everyday life. Opening with a story illustrating the relevance and why it matters is so much more effective than just stating the facts. It means the core content, when it comes, is more likely to stick, and it provides a memorable hook for that core content. This helps with the transfer from short-term to long-term memory.
• When you’re tackling a risky or sensitive topic – like mental health, diversity and difficult conversations. When the stakes are high in real life, safe exploration before the fact is key. Learners can have as many attempts as they need, making mistakes and playing through the consequences, without any real-life risks. These topics often lend themselves well to branching scenarios with multiple paths so learners can try out a number of approaches in a safe environment.
• When there isn’t a single right answer. Scenarios, again particularly branching scenarios, can be a great choice when you want to encourage reflection and discovery, test learners’ assumptions and encourage them to consider different perspectives. This is often the case with soft skills like leadership or negotiation. Social polling can add a useful extra dimension here too, showing learners how other people responded in the same situation and prompting further thought and reflection.
• When you need to test learners’ ability to apply the learning in context. Sales skills, product knowledge and customer service skills are good examples of this. A traditional multiple-choice quiz tests recall of facts but does nothing to indicate what learners can do with those facts. Adding a scenario into the mix turns a quiz into a more challenging situation, giving you confidence that – if they perform well here – they’ll perform well where it counts. It also makes it easier for learners to transfer the concepts to their real-life context.

Start creating your own scenario-based elearning courses

Feeling inspired? Ask us for a free trial of Elucidat and see what you can do. And, while you play around with your free version, don’t forget to compare us with other software out there. Just check out our best elearning authoring tools blog and get the low down on what’s out there.

Looking to take your elearning design skills to the next level? Try this certified engaging elearning course to get started .

Written by Debbie Hill

Debbie is an experienced design consultant with years of experience in the elearning industry. As part of the Elucidat Learning Consultancy team, Debbie supports clients with design concepts and coaching to take their learning content to the next level.

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How to Write a Case Study Assignment: Writing Tips and Examples

Published 22 Nov 2023

Case studies are a powerful tool for students and professionals. They offer a practical way to explore real-world situations, sharpen analytical skills, and communicate findings effectively. In this article, we’ll provide a concise and informative guide on writing a compelling case study assignment. We’ll delve into the various types of these tasks and present practical examples demonstrating how to write a case study assignment. You’ll learn the step-by-step process of creating well-structured content and get the knowledge and skills needed to excel in crafting effective case studies, whether for academic or professional purposes. 

What is a case study assignment? 

This task type centers on a real-world professional situation that presents workplace challenges. It poses specific questions about the scenario, tasking students or professionals with identifying and scrutinizing the issues and providing appropriate responses, preventive measures, or solutions. This entails a comprehensive examination and analysis of practical situations, with the primary objectives of deepening understanding, applying knowledge, honing analytical and problem-solving skills, cultivating research capabilities, refining communication, acquiring hands-on experience, and contributing to the body of knowledge. It serves as a structured framework for the exploration, analysis, and resolution of issues, proving its worth in both academic and professional settings.

How do research papers differ from case studies?

While research papers address particular issues, a case study assignment takes a more in-depth approach as its guidelines emphasize a meticulous examination of specifics, employing diverse analytical methods. They often delve into individual or group experiences and encompass rich narratives.

Essential types of case study

Case studies represent a versatile and widely employed approach within academic and research contexts, manifesting in various forms tailored to distinct objectives and disciplines. Among the most common types of these assignments are the following:

• Illustrative case study , which involves an in-depth examination of a well-known case to enhance comprehension. This task type is primarily descriptive and is frequently employed in research methodology.
• Exploratory case study , typically initiated as a preliminary investigation preceding more extensive research endeavors. Often utilized within Social Sciences, it centers on real-life situations.
• Cumulative case study , frequently employed in qualitative research, gathers data from diverse sources multiple times. This assignment serves as a means of data analysis, minimizing the need for redundant investigations.
• Critical instance case study , discerning the causes and consequences of specific events. It is employed to scrutinize cases of unique significance, those lacking general interest, or to challenge widely accepted beliefs.

How to write a case study assignment: a step-by-step guide 

Are you ready to craft a compelling assignment? If you’re wondering how to navigate this task effectively, here’s an in-depth guide that breaks down the essential steps to create an outstanding text.

Step 1: Select a topic.

The initial phase of completing this document involves selecting a suitable topic. This decision should align with your interests and course requirements. Brainstorm various topic ideas related to your field of study, ensuring they match your academic goals. For example, if you're pursuing a course in environmental science, your topic might be “Sustainable Urban Planning Strategies.”

This step can be circumvented if your instructor has already provided a specific topic relevant to your course.

Step 2: Define the case study type.

Once you've settled on a topic, determine the appropriate type of assignment that best fits your subject. Case studies can be exploratory, cumulative, illustrative, or critical instances. To ensure alignment with your instructor's expectations, cross-reference your choice with the grading rubric or ask for case study help from our writing service.

Step 3: Create an outline.

To lay the foundation for an outstanding paper, create a well-structured outline. It should encompass crucial elements, such as the problem statement and background information. Start by highlighting essential facts pertinent to your research objectives, and then incorporate the notes you’ve compiled during your investigation. A comprehensive outline typically includes details about the case study problem, objectives, viable solutions, research outcomes, and a call to action.

For instance, if you're exploring “Sustainable Urban Planning Strategies,” your outline might commence with a problem statement, shedding light on the urban planning challenges faced by cities striving for sustainability. Subsequently, you would detail the study's objectives, present potential solutions, elucidate the research findings, and conclude with a call for further exploration in sustainable urban planning.

Step 4: Complete a thesis statement.

Developing a robust thesis statement is pivotal in guiding your case study. To formulate an effective thesis, examine existing papers to identify gaps in the literature. Construct your thesis based on these gaps, ensuring it is well-supported by credible evidence.

In the context of sustainable urban planning, your thesis statement might read: “This case study investigates the challenges faced by urban centers in achieving sustainable development and offers innovative solutions to address these issues.”

Step 5: Write the text.

With a well-defined thesis statement, it’s time to start composing your case study assignment example. Organize your paper into key sections, including the introduction, body, and conclusion. 

Continuing with our example of sustainable urban planning, let’s explore this in more detail. Imagine you are focusing on the city of Greenfield, which faced the daunting task of transforming into a sustainable urban center.

• Introduction: In this section, set the stage by defining the study's purpose and presenting your thesis statement. For instance, your thesis statement could state, “This case study explores the challenges faced by Greenfield as it pursues sustainability.”
• The body: Here, dive into the core of your research. Meticulously dissect the challenges supported by empirical evidence. For example, dissect issues like traffic congestion's impact on air quality, the growth of urban green spaces, the success of a comprehensive public transportation system, and community engagement in sustainable urban planning.
• Conclusion : Summarize the key insights from the body and propose further research or actions. Highlight the positive impact of sustainable urban planning, such as reduced emissions and improved air quality. Suggest avenues for future exploration, like long-term sustainability assessment.

It's essential to ensure proper citation of your sources throughout the assignment, adhering to the citation style specified by your institution. It not only enhances the credibility of your case study but also demonstrates rigorous academic practice.

Step 6: Make editing and proofreading.

After completing the writing process, allocate time for meticulous proofreading and editing. Verify that you’ve addressed all the questions in your assignment, and meticulously scrutinize the content for grammar, spelling, and punctuation errors. Only after you’re confident that your document is error-free should you submit your final copy.

Now, you know how to do a case study assignment. By diligently following these steps, you can navigate the intricacies of crafting top-notch assignments. Remember that while this guide provides a comprehensive overview, it's essential to consider your instructor's specific requirements as you embark on this academic endeavor. 

How to format a case study?

When you have established your outline, you can start the writing process. It's important to note that you can skip the sequence where the sections appear in the final presentation. Starting your case study assignment with the main body, specifically the background, followed by solutions and the primary answer or solution, often proves to be the most effective approach. After that, you can tackle the conclusion with your recommendations and address the introduction. This sequencing can simplify the writing process, as the conclusion offers a summary of the entire assignment, and the introduction provides an overview of the task, both of which become more straightforward to write after completing the main sections.

• Introductory paragraph: Begin by crafting a precise and succinct thesis statement, which shouldn’t exceed one or two sentences. Proceed to elucidate the problem's significance, the rationale behind this case study, and its relevance in mitigating the issue.
• Background: This section entails a comprehensive exploration of pertinent issues and facts, achieved through meticulous research employing trustworthy information sources like research papers, scholarly articles, academic journals, etc.
• Solutions: Present potential solutions to the problem and outline them in detail. Assess the pros and cons of every solution, providing a well-rounded analysis.
• Fundamental answer: Articulate your choice for the most suitable solution and substantiate it with supporting evidence. You may also include insights from lectures, class discussions, relevant texts, and personal viewpoints to fortify your solution.
• Conclusion : Clarify the reasons for advocating the implementation of your proposed solution and elucidate how it will resolve or ameliorate the issue, supported by relevant theories.

It's worth noting that educational institution requirements can vary significantly, and the suggested format provided above serves as a general guideline. You should always pay careful attention to the specific assignment brief provided by your professor.

Final thoughts

Completing a persuasive case study assignment is an invaluable skill that opens doors to in-depth exploration, insightful analysis, and effective communication. If you want to master this skill, remember that the ability to present real-world situations with clarity and precision is a powerful tool, both in academic and professional contexts.

However, should you encounter challenges or wish to ensure the highest quality for your case study assignment, don’t forget that professional assistance is just a click away. Our case study writing service is always ready to help you navigate the complexities of academic papers and deliver top-notch content.

So, as you continue honing your skills, remember that support is readily available, ensuring that your assignments shine with expertise and excellence. Happy writing, and should you need it, professional guidance is just a message away.

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Spring 2024)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Single-Point Rubric

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Sample Scenarios

The scenarios below illustrate some of the most common situations students find themselves in with regards to plagiarism, academic integrity, and misuse of sources. Clicking on any scenario below will reveal a short analysis that connects that scenario to the general principles and best practices detailed elsewhere on this site.

The analysis provided here reflects the most common rules and practices in academic coursework, but it’s possible that a given instructor might approach similar situations differently in their courses. Therefore, you should keep the most fundamental lesson of this site in mind as you read these scenarios: The specific rules governing plagiarism and the use of sources vary from one situation to the next. As a student, it’s your responsibility to know your instructors’ expectations regarding the use of sources, and to ask for clarification any time you’re uncertain.

1. General Use of Sources

Scenario 1.1: a student in a literature course is working on an analysis of the depiction of gender in shakespeare’s king lear . the student has some difficulty getting started, so they go to a website that offers “sample essays,” and read several essays that analyze king lear in a variety of different ways. when the student proceeds to write their paper, they include several points and observations they read in the sample essays. in retrospect, the student can’t recall which ideas came from which sample essay, and everything is written in the student’s own words, so they decide not to cite the sample essays in the final draft of the essay..

Analysis: This student has committed plagiarism.

Though it’s entirely possible that this student had perfectly innocent intentions when they chose to review sample essays on the topic they intended to write about, in the end they knowingly submitted a paper in which part of the intellectual work was done by someone else, and they didn’t cite these sources to make that contribution visible. It doesn’t matter that the student put the ideas from the sample essays into their own words; the fact remains that the student took credit for someone else’s ideas, and that’s plagiarism.

Scenario 1.2: Students in a Math class are assigned to complete a certain number of problems out of the textbook for each class session. One week, a student is working on their homework the night before it’s due, and they get stuck on a problem halfway through. Since it’s too late to go to the Math Skills Center or even to ask a classmate for help, the student finds a site online that posts solutions to problems in college textbooks. Using this site, the student is able to see a solved version of the problem they were stuck on, and this allows them to figure out what they were doing wrong. It’s now very late, and the student feels that they have achieved the purpose of this minor homework assignment (i.e. they now understand the core concept behind these problems). So, the student copies the solutions for all the remaining homework problems. The next day in class, they submit the problem set to their instructor, as usual.

Analysis: This student has most likely committed plagiarism.

This student took credit for someone else’s intellectual efforts: they did not solve the homework problems themselves, but they led their instructor to believe that they had. This student may feel that they learned what they were meant to learn from the exercise, but that doesn’t entitle them to commit academic dishonesty or to circumvent part of the work that will determine their course grade.

Furthermore, it’s irrelevant that the assignment in question was “just” a routine homework assignment, since the principles that define plagiarism apply just as much to small-scale assignments as they do to large essays and projects. Any time you present someone else’s intellectual labor as your own, you commit plagiarism, and you risk the penalties associated with plagiarism, regardless of the value of the assignment.

The only way this would be acceptable would be if the student’s instructor explicitly told students that it was okay to consult answer sets for their homework. As we note many times on this site, different instructors have different standards, and sometimes instructors genuinely don’t care if students receive this kind of assistance on homework assignments. You should never assume this, though.

Scenario 1.3: A student in an Educational Studies class is working on a literature review summarizing different approaches to cultivating diversity in higher education. The student happened to write an essay on this subject in a previous class, and so they copy the majority of their previous essay into a new document, modify a few details to fit the current assignment, and submit it to their instructor without mentioning that most of the text came from a previously completed essay.

Analysis: This student has almost certainly committed plagiarism. 

It doesn’t matter that the text was originally written by this student, because it does not represent the student’s intellectual work for this assignment. By submitting work that was originally written for a previous course, the student has defeated the purpose of the current assignment—to learn more about the approaches to diversity in higher ed.The only way this reuse of old writing would be acceptable would be if the student received explicit approval from their instructor before they submitted the assignment. Instructors will sometimes allow this kind of repurposing, but students should never assume that this is acceptable and do it without asking the instructor.

2. Citations and Paraphrasing

View specific examples of correct and incorrect ways to quote, paraphrase, summarize, and cite sources.

3. Collaboration

Scenario 3.1: students in a sociology class are assigned to write short weekly papers in response to the course reading. these papers are individually written, but two students in the class, student o and student p, get together each week to discuss the readings and brainstorm ideas. one week, student o falls behind on the reading, and so they ask student p to summarize it for them and describe what they plan to write their response paper about. student o writes their own paper based on this conversation, which allows them to skip the reading for that week and catch up on their other homework..

Analysis: Student O has definitely committed plagiarism, and Student P may have committed an academic integrity violation as well.

It wasn’t necessarily wrong for these students to meet outside of class to discuss the reading and share ideas about their essays, as long as both students were contributing ideas equally and making an effort to write papers that reflected their own ideas and work.

In this case, though, Student O used Student P’s work in place of their own. It doesn’t matter that Student P technically hadn’t written the essay yet or that the ideas Student M used came out of an oral conversation, not a written text. The fact is that Student O wrote an essay based on Student P’s reading and ideas but presented it as their own work, and that’s plagiarism.

Furthermore, if Student P knowingly helped Student O to claim credit for work they didn’t do, then Student P also committed an academic integrity violation and could face penalties as well. In effect, this would be no different than allowing Student O to copy their answers on an exam.

Scenario 3.2: Students in a Psychology class are tasked with creating an experimental design. This is a group assignment, and students are allowed to form their own groups outside of class. Three of them, Student A, Student B, and Student C, decide to work together and agree to meet in the library to work out their design. While this group is meeting, Student D, who is also in the class, comes by and joins the group’s conversation. Over the next hour, Student D contributes several ideas to the group’s design. However, Student D has already completed the assignment with another group, so when Students A, B, and C turn in their assignment the next day, they only put their own names on it and do not mention Student D.

Students A, B, and C have committed an academic integrity violation, and Student D probably has as well.

It’s entirely possible that Students A, B, and C didn’t think they were doing anything wrong here–after all, they didn’t invite Student D to join their group; Student D just happened to see them in the library and join their conversation. However, the students’ intentions don’t change the facts of the situation. Student D contributed to their project, and by turning in the assignment without acknowledging Student D’s contribution, Students A, B, and C took credit for Student D’s work.

Furthermore, if Student D knew that his classmates intended to submit their assignment without acknowledging their assistance, then Student D has also committed an academic integrity violation. They may have seen this as nothing more than a friendly conversation between classmates, but as soon as it became clear that Students A, B, and C were actually working on an assignment, Student D should have left, or Students A, B, and C should have asked Student D to leave so they could complete the assignment on their own.

Scenario 3.3: Three students in a Classics course, Student L, Student M, and Student N, are completing a collaborative essay on Silk Road trading in the Fourth Century. Each student writes a section of the essay, which they compile on a Google Doc and revise together. For their section, Student L copies several paragraphs from an online article, which they paste into their work without citing their source or informing Student M or Student N. Once all three group members have uploaded their sections, the group members revise and edit the essay together and submit it to their instructor. The assignment did not require the student to indicate which of them wrote which sections, so the entire assignment is submitted under all three students’ names.

Analysis: Student L has definitely committed plagiarism. Student M and Student N have also committed plagiarism, even though they didn’t intend to.

The issue with Student L is obvious–by taking text from another author without crediting it, they presented someone else’s work as their own.

Student M and Student N are in a more complicated position. Strictly speaking, they didn’t know that part of Student L’s section was written by someone else, and thus they did not knowingly commit plagiarism. Nevertheless, they did technically take credit for someone else’s work by submitting an assignment that was partially plagiarized. This means that, at the very least, Student M and Student N might be called upon to prove that they didn’t know what Student L was doing, which might be difficult if Student L isn’t willing to take full responsibility for their actions. If they couldn’t prove their innocence, it’s possible that Student M and Student N would face the same consequences as Student L.

As this scenario illustrates, it’s important for every member of a group to keep track of how sources are used throughout a project and to make sure their group members are maintaining academic honesty. When you put your name on an assignment and submit it, you take responsibility for the entire content of that paper, even the parts that were written by your collaborators.

Scenario 3.4: Four students in a Biology class are assigned to gather experimental data and write a collaborative lab report. One of the students, Student J, does very little work in the lab, mostly watching while his group members run the experiment and record the data. When it comes time to write the lab report, Student J agrees to write the methods section, but when the deadline that the group sets for themselves rolls around, Student J only has a vague outline completed. Not wanting the assignment to be late, the other students in the group complete the methods section themselves. The group revises and edits the whole document together, though Student J doesn’t contribute significantly to this process, either. When the report is complete, the group submits to the instructor with all group members credited equally.

Analysis: Student J did not treat their group members fairly, but they probably did not commit plagiarism.

In a collaborative project, it’s ultimately the collaborators’ responsibility to divide the labor up in a way that everyone can live with. When people don’t fulfill their assigned duties, the responsibility falls on the other group members to deal with that as well. If the students in this group felt that Student J wasn’t doing their share of the work, they should have found a way to take that up with Student J directly or asked their instructor to step in. Either way, though, they would need to address this before they turned in the final version of the document. Since they didn’t do that, and since Student J did contribute something to the final project (no matter how slight that contribution may have been), then it’s not technically plagiarism for Student J to claim credit for the assignment alongside their group members. 

There is one important qualification to this, though. Sometimes, when instructors assign group projects, they will explicitly stipulate how much work each group member must do (e.g. “each student is responsible for writing one section of the final document”), or they will require students to describe in detail what each group member contributed to the final product. If that were the case in this scenario, the students would be obligated to point out that Student J did not complete their portion of the work, and failure to do so would constitute academic dishonesty (though not technically plagiarism).

Scenario 3.5: Two students in a Psychology class are conducting an empirical investigation for a final paper/project, which the professor has agreed will be written jointly. Student A really enjoys statistics, so they volunteer to do all of the data analysis and write up the results section of the paper. Student B is less of a stats fan, so they volunteer to find and read more of the background literature and draft the introduction section of the paper. The students agree to both work on the method section and the discussion section together. Moreover, each one reads and comments on the other’s drafted sections before they turn in the final version of the paper together.

Analysis: These students have not committed plagiarism.

Since this was a collaborative assignment, there’s nothing inherently wrong with dividing up the labor according to each collaborator’s interests and abilities. In professional scholarship, collaborative papers are typically written in just this way, and as long as each student does some of the writing and has the opportunity to comment/edit all sections, this is a perfectly fine way to approach the project.

Scenario 3.6: A student in a Geology course is working on a lab report. The assignment calls for an extensive Discussion section in which the student is expected to choose a few articles from the course reading and connect them to the data from their experiment. The student has never written this kind of report before, and isn’t sure what articles they should use or how they should cite them. Fortunately, one of their roommates took the same course the previous year and completed the same assignment. With the roommate’s permission, the student reads over their roommate’s Discussion section. When the student writes their own report, they cite the exact same sources that their roommate used, but they connect them to their results in their own words.

This student has committed plagiarism, and the student’s roommate has probably committed an academic integrity violation as well.

Choosing and citing secondary sources was part of the intellectual work for this assignment. In this case, though, the student used their roommate’s lab report as a kind of map, which allowed them to avoid this part of the assignment by simply using the sources that the roommate had already chosen. Thus, the student used their roommate’s intellectual work, but presented it as their own.

Furthermore, by providing their old lab report for the student to use, the roommate enabled the student to commit plagiarism, which is also an academic integrity violation. There are many ways the roommate could have helped this student without doing part of their work for them; providing the student with a completed version oof the very assignment they were working on was not an appropriate form of assistance.

4. Using Code

Scenario 4.1: a student is working on their final project in a computer science course and encounters a coding problem that they’re not sure how to solve. after a bit of internet research, the student finds a solution to the question on stackoverflow.com. the student copies the solution into their program without citation and submits it to the instructor..

Analysis: This student may have committed plagiarism.

As we noted elsewhere in this guide, the rules for when you can use and how you should cite code written by someone else vary significantly, depending on the course and the assignment. The short answer is that, just to be safe, you should always treat code as an outside source that needs to be cited, unless your instructor explicitly says otherwise

Scenario 4.2: Another student in a Computer Science class is working on their final coding project for the term. The student has been struggling all term, and they don’t believe they’ll be able to complete the project on time. Desperate, they go to a freelancing site and use the assignment guidelines to write a job ad for a freelance programmer. Receiving a quick response, the student hires a freelancer to complete the project for them, then submits the freelancer’s program as their own.

Analysis: Desperate or not, this student has certainly committed plagiarism.

Not much analysis should be required here–hiring someone else to do your college coursework for you is the very definition of an academic integrity violation. The noteworthy thing about this case is the feeling of desperation that drove the student to such a poor decision. 

It’s worth remembering that we often make our worst errors in judgment when we’re under significant pressure, since pressure and anxiety make it easier to convince ourselves that we have no better alternatives. In reality, though, this student might face much more significant penalties than failing a single class, possibly including suspension or expulsion.

A much better alternative would be for the student to discuss their problems in the course with their professor and/or an academic counselor or class dean. If the student was really that far behind, it’s possible that none of these people will be able to help the student get the grade they want in this class, but they might be able to help the student assess their situation more rationally and find a viable path for success in future terms.

5. Data, Charts, and Visual Resources

Scenario 5.1: while writing her comps paper, a student finds a graph in an article they are reading that perfectly captures an important idea in their literature review. the student “snips” the graph and pastes it into their paper, citing the source in the note section below the graph..

Analysis: This student has not technically committed plagiarism, but their use of another scholar’s graph is problematic.

For professional scholarship in most disciplines, a graph is generally viewed as too large a contribution to “quote,” even with attribution, without the author/copyright holder’s written consent. Since graphs and data visualizations represent the culmination of a significant amount of intellectual labor, using someone else’s graph is, in effect, the same as quoting several pages of another author’s text: even if you give the original author their due credit, you’re simply using too much of their work to do so without asking the author directly.

However, in some departments at Carleton, it is acceptable to use a graph in your comps project with the understanding that comps is a work in progress. The time available for you to complete your project is simply too short for you to ask authors individually for permission to reproduce their graphs, and so your department might accept a project with a reproduced draft (assuming you clearly cited the original author). But this practice isn’t acceptable in every department, and it’s not always acceptable outside of a comps project. So, once again, the best practice is to ask your instructor or advisor what practices you’re expected to follow.

Scenario 5.2: A student in a lab course makes a mistake in their procedure that invalidates all the data they gathered from an experiment. The student quickly realizes what they did wrong and how the experiment should have gone. Not wanting to write a lab report based on flawed data, the student copies the data from a friend in another lab section, whose experiment went the way it should have. Using this data, the student writes their own lab report and submits it.

It’s easy to see, from the student’s point of view, why this might have seemed acceptable. After all, the student knows what their data “should” have looked like, and they wrote the lab report themselves, even if the data they used wasn’t technically from their own experiment. However, this logic only holds if the student assumes that the purpose of the assignment was to get the “right” result and that the intellectual work involved in running the experiment and recording the data don’t count. 

This is not the case, though. Running the experiment was part of the assignment, and it was the student’s responsibility to record their own data accurately and analyze their own results, whatever they may be. Thus, by using someone else’s data, this student took credit for someone else’s work and defeated the purpose of the assignment.

Scenario 5.3: A student in another lab course is running an experiment that requires them to monitor a reaction and record data every fifteen minutes. The student also has a Calculus exam coming up, and so they use the time between recordings to study. As the lab goes on, the student gets distracted by their Calculus and forgets to record several data points. Since the data is fairly linear and the experiment otherwise went as expected, the student can easily calculate what the results should have been at each of the points they skipped. Using these calculations, the student fills in the missing data and submits their lab report.

Analysis: This student has not technically plagiarized, but they have committed an academic integrity violation.

The term plagiarism doesn’t apply to this scenario, since the student is not taking credit for another person’s work (or for their own work in a different course). However, the student is certainly taking credit for work they did not do . Their assigned task was to record a specific set of data points, but they failed to do that, and by presenting calculated results in place of observed data, they have misrepresented the extent to which they completed this assignment. This is an academic integrity violation, and the student could face significant penalties for it.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing A Case Study

Case Study Examples

Brilliant Case Study Examples and Templates For Your Help

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A Complete Case Study Writing Guide With Examples

Simple Case Study Format for Students to Follow

Understand the Types of Case Study Here

It’s no surprise that writing a case study is one of the most challenging academic tasks for students. You’re definitely not alone here!

Most people don't realize that there are specific guidelines to follow when writing a case study. If you don't know where to start, it's easy to get overwhelmed and give up before you even begin.

Don't worry! Let us help you out!

We've collected over 25 free case study examples with solutions just for you. These samples with solutions will help you win over your panel and score high marks on your case studies.

So, what are you waiting for? Let's dive in and learn the secrets to writing a successful case study.

• 1. An Overview of Case Studies
• 2. Case Study Examples for Students
• 3. Business Case Study Examples
• 4. Medical Case Study Examples
• 5. Psychology Case Study Examples 
• 6. Sales Case Study Examples
• 7. Interview Case Study Examples
• 8. Marketing Case Study Examples
• 9. Tips to Write a Good Case Study

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 Template

Marketing Case Study Example

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!

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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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Using Case Studies to Teach

Why Use Cases?

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

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

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

Common Case Elements

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

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

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

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

Advantages to the use of case studies in class

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

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

Guidelines for using case studies in class

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

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

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

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

Accompanying Readings

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

Leading the Case Discussion and Evaluating Performance

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

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

Tips on the Penn State U. website: https://sites.psu.edu/pedagogicalpractices/case-studies/

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

Organizing Your Social Sciences Research Assignments

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

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

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

How to Approach Writing a Case Study Research Paper

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

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

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

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

Structure and Writing Style

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

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

I.  Introduction

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

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

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

II.  Literature Review

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

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

III.  Method

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

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

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

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

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

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

IV.  Discussion

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

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

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

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

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

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

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

V.  Conclusion

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

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

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

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

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

Problems to Avoid

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

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

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

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

Writing Tip

At Least Five Misconceptions about Case Study Research

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

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

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

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

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The 4-Step Scenario Planning Process (with Examples)

By Jason Heckl - February 11, 2021

Updated May 2023

In business and in life, things can take a turn whether you're ready or not. And that's what happened. Lockdowns, travel bans and closures have forced people around the world to rethink their business, make sharp pivots , or flounder in the face of uncertainty.

While nobody can predict the future, we can look closely at a series of scenarios that could happen in the next 2, 5 or 10 years.  The time frame you choose is up to you, but try to choose one that makes the most sense in your industry. If you're a small business, we recommend a 1, 2 or 3 year scenario plan during your offsite facilitation in order to remain agile (look at what happened in just one year).

By preparing ourselves for those scenarios before they happen, we're putting ourselves in a better position to react to what actually happens. It's important to remember that stakeholder engagement plays a significant role in scenario planning. By engaging stakeholders in the scenario planning process, we can gather insights into how different scenarios may impact them and take those insights into account when developing our strategy. 

The scenario planning process itself is a simple one, yet many people and businesses tend to overlook it. It requires dedicated time with your leadership team, along with the ability to take an honest look at your business and its environment.

Related Content: What is Scenario Planning & How to Use It  

How to Create Team Alignment and Why it's Critical in 2023

Here, we'll explain each of the 4 steps in the scenario planning process, along with some relevant examples:

Step 1: Identify Driving Forces

To kick off the scenario planning process, we'll identify the driving forces that could have an affect on your organization. To do that, we'll be using a PESTLE analysis. The purpose of this analysis is to extract as much as we can from the world around us that could impact your organization in any way. Now is the time to be thorough. For a video walkthrough: How to do a PESTLE Analysis. 

Also, keep in mind that these don't necessarily have to be negative events. Although we tend to focus on what will impact us in the worst way, it's worth considering some of the more positive factors that could still make a big impact.

Let's get started:

Political : The political section of this analysis examines anything that your government or even another government could do to impact your organization. Government regulation varies throughout the world, but this should ultimately be one of the more straightforward sections of the analysis. Here are some examples:

• your income tax rate is increased by 5% (this could also be labelled an economic factor)
• mounting 'red tape' in the industry
• the federal government has a trade war with a country you rely on for manufacturing 
• a new leader is elected

Economic : The economic factors include anything that affects you or your customers financially. These factors could be happening on a macro level if it means they trickle down to you, or they may be happening at a local level. Here are some examples:

• the price of raw materials you rely on skyrockets
• the unemployment level in your city rises
• your customers' disposable income increases
• the exchange rate between your country and another you rely on fluctuates dramatically

Social : The social section of this analysis is otherwise knows as 'Societal', and identifies any social, demographic or cultural issue or event that could impact your organization and its industry. Here are some good examples:

• the population in your target market is aging
• people are becoming more interested and engaged with health and wellness 
• because of the pandemic, social pressure causes people to stay inside
• social media influencers are heavily influencing buying choices

Technological : The technological forces affecting business have been some of the strongest ones during this past year. These forces include anything related to technology and the internet that is having an influence on your organization. Here are some examples:

• thanks to video chatting tech, people are enabled to work from home full time
• automation in your industry is increasing at an alarming rate
• the increased threat of ransomware and cyberattacks 
• global internet connectivity is making big progress

Legal : The legal factors of this analysis explore both external and internal laws, regulations, safety standards and policies that could affect the population or your organization . Here are some good examples:

• the government mandates strict business hours to slow the spread of COVID-19
• there is a COVID-19 outbreak at one of your facilities 
• new employment laws require you to pay your employees more
• sanctions ban you from trading with a certain country

Environmental : The environmental factors identify anything that's happening to your surrounding environment, geography or climate. This could be happening on a global scale or just locally. Here are some examples:

• a major weather event occurs, which devastates part of your area
• heavy pollution in the air or water
• customers are springing for renewable, recyclable or efficient products
• the global average temperature increases 

> Watch below: Scenario Planning for a Post-Pandemic Future w/Lance Mortlock from EY

Step 2: Identify Your Critical Uncertainties

Now that you've identified all of the driving factors that could impact your organization, it's time to pick out two that could have the greatest impact - these do not have to be similar. In fact, it’s beneficial if they’re very different.

Then, for each of these critical uncertainties, consider the extreme end of the spectrum for each one.

Although there are an unlimited number of possible scenarios, we recommend working through this exercise with one pair first.

Choosing just two can be tricky. If you've done step 1 thoroughly enough, you should have dozens  of driving factors to choose from. Keep in mind you can always repeat the process to end up with a variety of scenarios.

To make it easier, consider both the factors that will cause the largest impact on your organization, and the factors that are the most likely to occur in the time frame you've agreed upon.

Let's try an example. 

For this example, we'll look at a time frame of just one year . The critical uncertainties that we'll choose are: 

• stay-at-home lockdowns 
• disposable income of our customers

Interested in finding out if your team is aligned or not? Download this free scorecard to do with your team. hbspt.cta._relativeUrls=true;hbspt.cta.load(501404, 'a3efa60f-57d9-418e-af26-3d66f28cc1e5', {"useNewLoader":"true","region":"na1"});

Step 3: develop plausible scenarios.

For the 3rd step, we will be developing plausible scenarios based off of the two critical uncertainties we've chosen. In this example, our critical uncertainties are: stay-at-home lockdowns and disposable income of our customers.

The way we'll develop these scenarios is by plotting them on a simple graph with an x-axis and y-axis.

We'll choose one of our critical uncertainties, and plot both extremes on either side of the x-axis. We'll then do the same for our other critical uncertainty on the y-axis. See the example below:

After you've plotted your uncertainties on the graph, it's time to describe each of the four scenarios (quadrants). As a team, you'll want to describe these scenarios in detail and in present tense, as if you've travelled through time. You've seen the future, and you'll be able to describe it in depth. Be sure to include what life is like at the office, at home, in your business environment and your industry.

In this case, any scenario in the top-left quadrant would be the least desirable.. our customers would have no disposable income, while strict lockdowns would persist.

In contrast, a scenario placed in the bottom-right quadrant would be ideal because customers would have lots of disposable income, while the lockdowns would be completely lifted.

You get the idea. In most cases, reality exists somewhere between, and not in the extremes.

Step 4: Discuss Implications of Paths

In the fourth and final step of the scenario planning process, you'll gather your team and discuss the implications of each scenario. Clearly, the impact of scenario 1 vs. scenario 4 will be very different (shown below), but it's important to cover each scenario - even if one seems unlikely. See the graph below:

Once you've discussed the implications of each scenario, take a vote from everyone in the room, asking where they think the organization is currently , asking 'Which quadrant are we in?' and 'How close to each axis are we?'. 

When you've agreed upon where the organization is as a team, draw a line in the direction you think the your reality will move towards over your agreed upon time frame (we used one year in the example). Then, discuss what your organization can do to prepare for that reality. See the graph below for an example:

In the strategic planning process, this scenario planning exercise should be taken into consideration when developing your vision, mission and goals. Even your action plan and operations could be affected. 

To integrate scenario planning before, during, or after the strategic planning process, learn more about how our strategic planning services can help align your team around a clear strategic direction . 

For a summary of the scenario planning process, check out this infographic below:

If the years 2020 and onwards have taught us anything, it's that the future is uncertain. If your organization is looking to plan around uncertainty, find out how working with a strategic planning facilitator can help you consider various risks and scenarios throughout the strategic planning process:

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How to Write a Case Study - All You Wanted to Know

What do you study in your college? If you are a psychology, sociology, or anthropology student, we bet you might be familiar with what a case study is. This research method is used to study a certain person, group, or situation. In this guide from our dissertation writing service , you will learn how to write a case study professionally, from researching to citing sources properly. Also, we will explore different types of case studies and show you examples — so that you won’t have any other questions left.

What Is a Case Study?

A case study is a subcategory of research design which investigates problems and offers solutions. Case studies can range from academic research studies to corporate promotional tools trying to sell an idea—their scope is quite vast.

What Is the Difference Between a Research Paper and a Case Study?

While research papers turn the reader’s attention to a certain problem, case studies go even further. Case study guidelines require students to pay attention to details, examining issues closely and in-depth using different research methods. For example, case studies may be used to examine court cases if you study Law, or a patient's health history if you study Medicine. Case studies are also used in Marketing, which are thorough, empirically supported analysis of a good or service's performance. Well-designed case studies can be valuable for prospective customers as they can identify and solve the potential customers pain point.

Case studies involve a lot of storytelling – they usually examine particular cases for a person or a group of people. This method of research is very helpful, as it is very practical and can give a lot of hands-on information. Most commonly, the length of the case study is about 500-900 words, which is much less than the length of an average research paper.

The structure of a case study is very similar to storytelling. It has a protagonist or main character, which in your case is actually a problem you are trying to solve. You can use the system of 3 Acts to make it a compelling story. It should have an introduction, rising action, a climax where transformation occurs, falling action, and a solution.

Here is a rough formula for you to use in your case study:

Problem (Act I): > Solution (Act II) > Result (Act III) > Conclusion.

Types of Case Studies

The purpose of a case study is to provide detailed reports on an event, an institution, a place, future customers, or pretty much anything. There are a few common types of case study, but the type depends on the topic. The following are the most common domains where case studies are needed:

• Historical case studies are great to learn from. Historical events have a multitude of source info offering different perspectives. There are always modern parallels where these perspectives can be applied, compared, and thoroughly analyzed.
• Problem-oriented case studies are usually used for solving problems. These are often assigned as theoretical situations where you need to immerse yourself in the situation to examine it. Imagine you’re working for a startup and you’ve just noticed a significant flaw in your product’s design. Before taking it to the senior manager, you want to do a comprehensive study on the issue and provide solutions. On a greater scale, problem-oriented case studies are a vital part of relevant socio-economic discussions.
• Cumulative case studies collect information and offer comparisons. In business, case studies are often used to tell people about the value of a product.
• Critical case studies explore the causes and effects of a certain case.
• Illustrative case studies describe certain events, investigating outcomes and lessons learned.

Need a compelling case study? EssayPro has got you covered. Our experts are ready to provide you with detailed, insightful case studies that capture the essence of real-world scenarios. Elevate your academic work with our professional assistance.

Case Study Format

The case study format is typically made up of eight parts:

• Executive Summary. Explain what you will examine in the case study. Write an overview of the field you’re researching. Make a thesis statement and sum up the results of your observation in a maximum of 2 sentences.
• Background. Provide background information and the most relevant facts. Isolate the issues.
• Case Evaluation. Isolate the sections of the study you want to focus on. In it, explain why something is working or is not working.
• Proposed Solutions. Offer realistic ways to solve what isn’t working or how to improve its current condition. Explain why these solutions work by offering testable evidence.
• Conclusion. Summarize the main points from the case evaluations and proposed solutions. 6. Recommendations. Talk about the strategy that you should choose. Explain why this choice is the most appropriate.
• Implementation. Explain how to put the specific strategies into action.
• References. Provide all the citations.

How to Write a Case Study

Let's discover how to write a case study.

Setting Up the Research

When writing a case study, remember that research should always come first. Reading many different sources and analyzing other points of view will help you come up with more creative solutions. You can also conduct an actual interview to thoroughly investigate the customer story that you'll need for your case study. Including all of the necessary research, writing a case study may take some time. The research process involves doing the following:

• Define your objective. Explain the reason why you’re presenting your subject. Figure out where you will feature your case study; whether it is written, on video, shown as an infographic, streamed as a podcast, etc.
• Determine who will be the right candidate for your case study. Get permission, quotes, and other features that will make your case study effective. Get in touch with your candidate to see if they approve of being part of your work. Study that candidate’s situation and note down what caused it.
• Identify which various consequences could result from the situation. Follow these guidelines on how to start a case study: surf the net to find some general information you might find useful.
• Make a list of credible sources and examine them. Seek out important facts and highlight problems. Always write down your ideas and make sure to brainstorm.
• Focus on several key issues – why they exist, and how they impact your research subject. Think of several unique solutions. Draw from class discussions, readings, and personal experience. When writing a case study, focus on the best solution and explore it in depth. After having all your research in place, writing a case study will be easy. You may first want to check the rubric and criteria of your assignment for the correct case study structure.

Read Also: ' WHAT IS A CREDIBLE SOURCES ?'

Although your instructor might be looking at slightly different criteria, every case study rubric essentially has the same standards. Your professor will want you to exhibit 8 different outcomes:

• Correctly identify the concepts, theories, and practices in the discipline.
• Identify the relevant theories and principles associated with the particular study.
• Evaluate legal and ethical principles and apply them to your decision-making.
• Recognize the global importance and contribution of your case.
• Construct a coherent summary and explanation of the study.
• Demonstrate analytical and critical-thinking skills.
• Explain the interrelationships between the environment and nature.
• Integrate theory and practice of the discipline within the analysis.

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Case Study Outline

Let's look at the structure of an outline based on the issue of the alcoholic addiction of 30 people.

Introduction

• Statement of the issue: Alcoholism is a disease rather than a weakness of character.
• Presentation of the problem: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there.
• Explanation of the terms: In the past, alcoholism was commonly referred to as alcohol dependence or alcohol addiction. Alcoholism is now the more severe stage of this addiction in the disorder spectrum.
• Hypotheses: Drinking in excess can lead to the use of other drugs.
• Importance of your story: How the information you present can help people with their addictions.
• Background of the story: Include an explanation of why you chose this topic.
• Presentation of analysis and data: Describe the criteria for choosing 30 candidates, the structure of the interview, and the outcomes.
• Strong argument 1: ex. X% of candidates dealing with anxiety and depression...
• Strong argument 2: ex. X amount of people started drinking by their mid-teens.
• Strong argument 3: ex. X% of respondents’ parents had issues with alcohol.
• Concluding statement: I have researched if alcoholism is a disease and found out that…
• Recommendations: Ways and actions for preventing alcohol use.

Writing a Case Study Draft

After you’ve done your case study research and written the outline, it’s time to focus on the draft. In a draft, you have to develop and write your case study by using: the data which you collected throughout the research, interviews, and the analysis processes that were undertaken. Follow these rules for the draft:

Use Data to Illustrate Key Points in Your Case Study

Even though your case study is a story, it should be based on evidence. Use as much data as possible to illustrate your point. Without the right data, your case study may appear weak and the readers may not be able to relate to your issue as much as they should. Let's see the examples from essay writing service :

‍ With data: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there. Without data: A lot of people suffer from alcoholism in the United States.

Try to include as many credible sources as possible. You may have terms or sources that could be hard for other cultures to understand. If this is the case, you should include them in the appendix or Notes for the Instructor or Professor.

Finalizing the Draft: Checklist

After you finish drafting your case study, polish it up by answering these ‘ask yourself’ questions and think about how to end your case study:

• Check that you follow the correct case study format, also in regards to text formatting.
• Check that your work is consistent with its referencing and citation style.
• Micro-editing — check for grammar and spelling issues.
• Macro-editing — does ‘the big picture’ come across to the reader? Is there enough raw data, such as real-life examples or personal experiences? Have you made your data collection process completely transparent? Does your analysis provide a clear conclusion, allowing for further research and practice?

Problems to avoid:

• Overgeneralization – Do not go into further research that deviates from the main problem.
• Failure to Document Limitations – Just as you have to clearly state the limitations of a general research study, you must describe the specific limitations inherent in the subject of analysis.
• Failure to Extrapolate All Possible Implications – Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings.

How to Create a Title Page and Cite a Case Study

Let's see how to create an awesome title page.

Your title page depends on the prescribed citation format. The title page should include:

• A title that attracts some attention and describes your study
• The title should have the words “case study” in it
• The title should range between 5-9 words in length
• Your name and contact information
• Your finished paper should be only 500 to 1,500 words in length.With this type of assignment, write effectively and avoid fluff

Here is a template for the APA and MLA format title page:

There are some cases when you need to cite someone else's study in your own one – therefore, you need to master how to cite a case study. A case study is like a research paper when it comes to citations. You can cite it like you cite a book, depending on what style you need.

Citation Example in MLA ‍ Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies. Boston: Harvard Business Publishing, 2008. Print.

Citation Example in APA ‍ Hill, L., Khanna, T., & Stecker, E. A. (2008). HCL Technologies. Boston: Harvard Business Publishing.

Citation Example in Chicago Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies.

Case Study Examples

To give you an idea of a professional case study example, we gathered and linked some below.

Eastman Kodak Case Study

Case Study Example: Audi Trains Mexican Autoworkers in Germany

To conclude, a case study is one of the best methods of getting an overview of what happened to a person, a group, or a situation in practice. It allows you to have an in-depth glance at the real-life problems that businesses, healthcare industry, criminal justice, etc. may face. This insight helps us look at such situations in a different light. This is because we see scenarios that we otherwise would not, without necessarily being there. If you need custom essays , try our research paper writing services .

Get Help Form Qualified Writers

Crafting a case study is not easy. You might want to write one of high quality, but you don’t have the time or expertise. If you’re having trouble with your case study, help with essay request - we'll help. EssayPro writers have read and written countless case studies and are experts in endless disciplines. Request essay writing, editing, or proofreading assistance from our custom case study writing service , and all of your worries will be gone.

Don't Know Where to Start?

Crafting a case study is not easy. You might want to write one of high quality, but you don’t have the time or expertise. Request ' write my case study ' assistance from our service.

What Is A Case Study?

How to cite a case study in apa, how to write a case study.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

Assessment by Case Studies and Scenarios

Case studies depict real-life situations in which problems need to be solved. Scenario-based teaching may be similar to case studies, or may be oriented toward developing communication or teamwork skills. Both case studies and scenarios are commonly used methods of problem-based learning. Typically, using these methods, teachers aim to develop student reasoning, problem-solving and decision-making skills. Case studies differ from role plays in that in the former, learning takes place largely through discussion and analysis, whereas in the latter, students assume a character or role and "act out" what that character would do in the scenario (The Teaching Gateway page Assessing with Role Plays and Simulations contains more information on using role plays for assessments.) Like role plays and simulations, case studies and scenarios aim for authenticity:  allowing students to get a sense of the situations they might face in the real world upon graduation. Students can see how their learning and skills can be applied in a real-world situation, without the pressure of being actually involved in that situation with the associated constraints on research, discussion and reflection time.

Case studies and scenarios are particularly useful when they present situations are complex and solutions are uncertain. Ideally, their complexity requires group members to draw from and share their experiences, work together, and learn by doing to understand and help solve the case-study problem.

You can present a single case to several groups in a class and require each group to offer its solutions, or you can give a different case to each group or individual.

Case studies' effectiveness comes from their abiliity to:

• engage students in research and reflective discussion
• encourage clinical and professional reasoning in a safe environment
• encourage higher-order thinking
• facilitate creative problem solving and the application of different problem-solving theories without risk to third parties or projects
• allow students to develop realistic solutions to complex problems
• develop students' ability to identify and distinguish between critical and extraneous factors
• enable students to apply previously acquired skills
• allow students to learn from one another
• provide an effective simulated learning environment
• encourage practical reasoning
• allow you to assess individuals or teams.

You can use case studies to bridge the gap between teacher-centred lectures and pure problem-based learning. They leave room for you to guide students directly, while the scenarios themselves suggest how students should operate, and provide parameters for their work.

Although some students have reported greater satisfaction with simulations as learning tools than with case studies (Maamari & El-Nakla, 2023), case studies generally require less up-front preparation time, and can be less intimidating for students.

To make case studies an effective form of assessment, instructors and tutors need to be familiar with their use in both teaching and assessment. This applies whether teachers are developing the case studies for their courses themselves or using those developed by others.

Case studies reach their highest effectiveness as a teaching and assessment tool when they are authentic; ensuring that case studies accurately reflect the circumstances in which a student will eventually be practising professionally can require a considerable amount of research, as well as the potential involvement of industry professionals.

Students may need scaffolding as they learn how to problem-solve in the context of case studies; using case studies as low-stakes, formative assessments can prepare them for summative assessment by case study at the end of the course.

Learning outcomes, course outlines, and marking rubrics need to be entirely clear about how case studies will be used in the course and how students will be expected to demonstrate their learning through thee way they analyse and problem-solve in the context of case studies.

Assessment preparation

Typically, the product assessed after case study or scenario work is a verbal presentation or a written submission. Decide who will take part in the assessment: the tutor, an industry specialist, a panel, peer groups or students themselves by self-evaluation? Choose whether to give a class or group mark or to assess individual performance; and whether to assess the product yourself or have it assessed by peers.

Assessment strategies

You can assess students’ interaction with other members of a group by asking open-ended questions, and setting tasks that require teamwork and sharing resources.

Assess the process of analysis

Case studies allow you to assess a student’s demonstration of deeper understanding and cognitive skills as they address the case.  These skills include, for example:

• identification of a problem
• hypotheses generation
• construction of an enquiry plan
• interpretation of findings
• investigation of results collected for evidence to refine a hypothesis and construction of a management plan.

During the problem-solving process, you can also observe and evaluate:

• quality of research
• structural issues in written material
• organisation of arguments
• feasibility of solutions presented
• intra-group dynamics
• evidence of consideration of all case factors
• multiple resolutions of the same scenario issue.

Use a variety of questions in case analysis

The Questioning page discusses in detail various ways to use questions in teaching . If your students are using the Harvard Business School case study method for their analysis, use a range of question types to enable the class to move through the stages of analysis:

• clarification/information seeking ( What? )
• analysis/diagnosis ( Why? )
• conclusion/recommendation ( What now? )
• implementation ( How? ) and
• application/reflection ( So what? What does it mean to you?)

Use technology

Learning-management systems such as Moodle can help you track contributions to case discussions . You can assess students' interactions with other members of a group by viewing their responses to open-ended questions or observing their teamwork and sharing of resources as part of the discussion.  You can incorporate the use of various tools in these systems, or others such as Survey Monkey, into students' assessment of their peers, or of their group members' contribution to exploring and presenting case studies. You can also set this peer assessment up so that it takes place anonymously.

Assessing by Case Studies: UNSW examples

These videos show examples of how UNSW faculty have implemented case studies in their own courses.

• Boston University. Using Case Studies to Teach
• Columbia University. Case Method Teaching and Learning
• Science Education Resource Center, Carleton College. Starting Point: What is Investigative Case-Based Learning?

Maamari, B. E., & El-Nakla, D. (2023). From case studies to experiential learning. Is simulation an effective tool for student assessment? Arab Economic and Business Journal, 15(1), Article 2. https://doi.org/10.38039/2214-4625.1023

Merret, C. (2020). Using case studies and build projects as authentic assessments in cornerstone courses. International Journal of Mechanical Engineering Education , 50 (1), 20-50. https://doi.org/10.1177/0306419020913286

Porzecanski, A. L., Bravo, A., Groom, M. J., Dávalos, L. M., Bynum, N., Abraham, B. J., Cigliano, J. A., Griffiths, C., Stokes, D. L., Cawthorn, M., Fernandez, D. S., Freeman,  L., Leslie, T., Theodose, T., Vogler, D., & Sterling, E. J. (2021). Using case studies to improve the critical thinking skills of undergraduate conservation biology students. Case Studies in the Environment , 5 (1), 1536396. https://doi.org/10.1525/cse.2021.1536396

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7 Examples of Problem-Solving Scenarios in the Workplace (With Solutions)

What is problem-solving anyway, problem-solving scenario #1: tight deadlines and heavy workload.

• Problem-solving Scenario #2: Handling a Product Launch

Problem-solving Scenario #3: Internal Conflicts in the Team

Problem-solving scenario #4: team not meeting targets, problem-solving scenario #5: team facing high turnover, problem-solving scenario #6: team member facing discrimination, problem-solving scenario #7: new manager unable to motivate a team, building an effective problem-solving framework, wrapping up, frequently asked questions for managers.

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Problem-Solving Scenarios for Managers

• Talk to the team members: John begins by asking what’s holding them back. Based on their responses, he realizes that he needs to delegate better. Immediately, John schedules meetings to  clarify each member’s expectations , priorities, and roles and ensure everyone is on the same page. He also makes a note to work on his delegation skills.
• Plan things: John creates a project timeline or task list that outlines the deadlines and deliverables for each team member and shares this with the team to ensure that everyone is aware of what is expected of them.
• Support the team: The team sits together to establish regular check-ins or progress updates to ensure members can ask questions or raise concerns.

Problem-solving Scenario # 2 : Handling a Product Launch

• Review and redraw plans:  Emily revisited the project plan and identified areas where the team could reduce the scope or prioritize features to meet the budget constraints.
• Go for alternatives:  The team then explored alternative resources or suppliers to find cost-effective options. Are there any underutilized resources, equipment, or personnel from other projects or departments that can be temporarily assigned to this project? Moreover, they revisited their suppliers and negotiated further.
• Outsourcing parts of the project:  Emily considered outsourcing some project functions to external contractors or freelancers. Eventually, they outsourced the marketing to another team and continued working on the core features.
• Upgrade the available capacity:  Emily and her team invested in upskilling the present workforce with additional skills. It allowed some team members to explore exciting areas and supplemented the team.
• Get both sides onboard: Taylor begins the conflict resolution process by talking to both team members. She recognizes the issue and first goes into individual discussions with both. Later, she sets up a meeting for both to share their perspectives.
• Mediation:  In the next step, the manager encourages the two team members to talk to each other and resolve the conflict independently. Taylor describes how the optimal contribution can look different for different team members. Additionally, she encourages them to be more open and collaborative so that they understand what the other one does.
• Preventing mistakes again:  The team holds a meeting to discuss the issue and allow other team members to express their thoughts and feelings. By not hiding the problem that happened in front of everyone, Taylor acknowledges the issues and shows that she cares about the things happening inside the team. Further, by discussing and sharing, they can build a healthy relationship to prevent similar issues in the future. 
• Use formal tools: Lastly, they establish clear guidelines and expectations for behavior and communication within the team to prevent future conflicts. Training and coaching are also added to help team members improve their communication and conflict-resolution skills.
• Discussions with the Sales Representatives: Donna starts by having one-on-one conversations with each team member to understand their perspectives on why the targets are not being met. After gathering insights from personal discussions, Donna calls for a team meeting. During the session, she allows team members to share their experiences, challenges, and suggestions openly. 
• Analysis of Sales Process: Donna conducts a detailed sales process analysis, from lead generation to closing deals. She identifies bottlenecks and areas where the team might be facing difficulties. This analysis helps her pinpoint specific stages that need improvement. 
• Setting Realistic Targets: Donna understands that overly ambitious targets might be demotivating. She collaborates with her team to develop more achievable yet challenging sales targets based on their current performance and market conditions. She organizes training sessions and workshops to help team members develop the necessary skills and knowledge to excel. 
• Recognition and Incentives: Donna introduces a recognition program and incentives for meeting and exceeding targets to motivate the team. This helps boost morale and encourages healthy competition within the team. She closely monitors the team’s progress toward the revised targets. 
• Conduct Exit Interviews:  As the stream of resignation continues, Neil adopts a realistic approach and starts by attempting to understand the issues his former team members face. He conducts exit interviews with the people leaving and tries to determine what’s wrong. 
• Understand the current team:  In the next step, Neil tries to learn the perspectives of staying people. Through surveys and conversations, he lists the good parts of working in his team and emphasizes them. He also finds the challenges and works on reducing them. 
• Change and adapt to employee needs:  These conversations help Neil enable a better work environment to help him contain turnover and attract top talent. Moving forward, he ensures that pay is competitive and work is aligned with the employee’s goals. He also involves stakeholders to create development and growth opportunities for his team.
• Be approachable and open: Erica first ensures she can gather all the details from the team members. She provides them with a safe space and comfort to express their concern and ensures that action will be taken. She supports the targeted team members, such as access to counselling or other resources.
• Adopt and follow an official policy: Developing and enforcing anti-discrimination policies that clearly state the organization’s commitment to diversity and inclusion is the first step to creating a safe workplace. Erica refers to the policy and takes immediate action accordingly, including a thorough investigation.
• Reiterating commitment and goals: Providing diversity and inclusion training to all team members to help them understand the impact of discrimination and how to prevent it is essential to create a safe workplace. Erica ensures that the team members are aware of the provisions, the DEI goals set by the organization, and 
• Connect with the team: Andrew starts by conducting one-on-one meetings with team members to understand their personal and professional goals, challenges, and strengths. Observing team dynamics and identifying any issues or obstacles hindering motivation and productivity also helps.
• Involving team members in the process: Seeking feedback from team members on what motivates them and what they want to see from their manager to feel more inspired.
• Enabling and empowering: Offering opportunities for growth and development, such as training, mentoring, or leadership roles, helped Andrew contribute to his team’s development. 
• Take help from Merlin: Andrew reached out to Merlin, the AI chatbot of Risely, to get tips whenever he got stuck. Merlin sought details about his issues and shared some tips to help out Andrew. Here is what it looked like: 

• Develop a problem-solving process: To get problem-solving right for multiple scenarios repeatedly, the key is to remember and set a problem-solving approach that works across the board. A wide-ranged problem-solving process that begins with identification and concludes at the resolution helps managers navigate various challenges the profession throws us. 
• Learn to identify problems: The key to solving problems is placing them at the right moment. If you let some problems pester for long, they can become more significant issues for the teams. Hence, building the understanding to identify issues is essential for managers.
• Think from multiple perspectives: As a problem-solver, you must care for various parties and stakeholders. Thus, thinking from numerous perspectives and considering ideas from a broad spectrum of people is a core skill. 
• Consistently work on skills: Like other managerial skills, problem-solving skills need constant practice and review. Over time, your skills can become more robust with the help of assessments and toolkits. Tools like Risely can help you with resources and constant guidance to overcome managerial challenges. Check out Risely today to start reaching your true potential.

Suprabha Sharma

Suprabha, a versatile professional who blends expertise in human resources and psychology, bridges the divide between people management and personal growth with her novel perspectives at Risely. Her experience as a human resource professional has empowered her to visualize practical solutions for frequent managerial challenges that form the pivot of her writings.

How well do you perform in different problem-solving scenarios?

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What are some problem-solving scenarios?

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Top 15 Tips for Effective Conflict Mediation at Work

Top 10 games for negotiation skills to make you a better leader, manager effectiveness: a complete guide for managers in 2024, 5 proven ways managers can build collaboration in a team.

Nursing Case Study Examples and Solutions

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• August 17, 2023
• Nursing Essay Examples

NursingStudy.org is your ultimate resource for nursing case study examples and solutions. Whether you’re a nursing student, a seasoned nurse looking to enhance your skills, or a healthcare professional seeking in-depth case studies, our comprehensive collection has got you covered. Explore our extensive category of nursing case study examples and solutions to gain valuable insights, improve your critical thinking abilities, and enhance your overall clinical knowledge.

Comprehensive Nursing Case Studies

Discover a wide range of comprehensive nursing case study examples and solutions that cover various medical specialties and scenarios. These meticulously crafted case studies offer real-life patient scenarios, providing you with a deeper understanding of nursing practices and clinical decision-making processes. Each case study presents a unique set of challenges and opportunities for learning, making them an invaluable resource for nursing education and professional development.

• Nursing Case Study Analysis [10 Examples & How-To Guides] What is a case study analysis? A case study analysis is a detailed examination of a specific real-world situation or event. It is typically used in business or nursing school to help students learn how to analyze complex problems and make decisions based on limited information.
• State three nursing diagnoses using taxonomy of North American Nursing Diagnosis Association (NANDA) that are appropriate, formatted correctly, prioritized, and are based on the case study. NUR 403 Week 2 Individual Assignment Case Study comprises: Resources: The case study found on p. 131 in Nursing Theory and the Case Study Grid on the Materials page of the student website Complete the Case Study Grid. List five factors of patient history that demonstrates nursing needs. 
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Pediatric Nursing Case Studies

In this section, delve into the world of pediatric nursing through our engaging and informative case studies. Gain valuable insights into caring for infants, children, and adolescents, as you explore the complexities of pediatric healthcare. Our pediatric nursing case studies highlight common pediatric conditions, ethical dilemmas, and evidence-based interventions, enabling you to enhance your pediatric nursing skills and deliver optimal care to young patients.

• Case on Pediatrics : Part 1& 2 Solutions
• Pediatric Infant Reflux : History and Physical – Assignment 1 Solution
• Otitis Media Pediatrics Toddler – NSG 5441 Reflection Assignment/Discussion – Solution
• Pediatric Patient With Strep – NSG 5441 Reflection Assignment/Discussion
• Pediatric Urinary Tract infections (UTI) -NSG 5441 Reflection Assignment/Discussion – Solution
• Week 3 discussion-Practical Application in critical care/pediatrics
• Cough Assessmen t

Mental Health Nursing Case Study Examples 

Mental health nursing plays a crucial role in promoting emotional well-being and providing care for individuals with mental health conditions. Immerse yourself in our mental health nursing case studies, which encompass a wide range of psychiatric disorders, therapeutic approaches, and psychosocial interventions. These case studies offer a holistic view of mental health nursing, equipping you with the knowledge and skills to support individuals on their journey to recovery.

• Psychiatric Nursing: Roles and Importance in Providing Mental Health Care
• Mental Health Access and Gun Violence Prevention
• Fundamentals of neurotransmission as it relates to prescribing psychotropic medications for clients with acute and chronic mental health conditions – Unit 8 Discussion – Reflection
• Unit 7 Discussion- Complementary and Alternative Medicine in Mental Health Care – Solution
• Ethical and Legal Foundations of PMHNP Care Across the Lifespan Assignment – Analyze salient ethical and legal issues in psychiatric-mental health practice | Solution
• Pathways Mental Health Case Study – Review evaluation and management documentation for a patient and perform a crosswalk of codes – Solution
• Analyze salient ethical and legal issues in psychiatric-mental health practice
• SOAP notes for Mental Health Examples
• compare and contrast two mental health theories
•   Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

Geriatric Nursing Case Studies

As the population ages, the demand for geriatric nursing expertise continues to rise. Our geriatric nursing case studies focus on the unique challenges faced by older adults, such as chronic illnesses, cognitive impairments, and end-of-life care. By exploring these case studies, you’ll develop a deeper understanding of geriatric nursing principles, evidence-based gerontological interventions, and strategies for promoting optimal health and well-being in older adults.

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• How can healthcare facilities establish a culture of safety – Solution
• Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult – Solution
• Promoting And Protecting Vulnerable Populations – Describe what is meant by vulnerable populations and explain strategies you, as the public health nurse, could use to best facilitate the achievement of healthful outcomes in this population? 

Community Health Nursing Case Studies

Community health nursing plays a vital role in promoting health, preventing diseases, and advocating for underserved populations. Dive into our collection of community health nursing case studies, which explore diverse community settings, public health issues, and population-specific challenges. Through these case studies, you’ll gain insights into the role of community health nurses, interdisciplinary collaboration, health promotion strategies, and disease prevention initiatives.

• Community and Target Aggregate: Residents of the community health center, particularly those aged 65 and above Topic: Secondary Prevention/Screenings for a Vulnerable Population
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Critical Care Nursing Case Study Examples 

Critical care nursing demands swift decision-making, advanced technical skills, and the ability to provide intensive care to acutely ill patients. Our critical care nursing case studies encompass a range of high-acuity scenarios, including trauma, cardiac emergencies, and respiratory distress. These case studies simulate the fast-paced critical care environment, enabling you to sharpen your critical thinking skills, enhance your clinical judgment, and deliver exceptional care to critically ill patients.

• Nursing Case Study Parkinsons Disease
• Nursing Case Study: Patient with Drug and Alcohol Induced Paranoid Schizophrenia
• Neonatal Hypothermia and Neonatal Sepsis: Nursing Case Study
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Maternal and Child Health Nursing Case Study Examples

The field of maternal and child health nursing requires specialized knowledge and skills to support the health and well-being of women and children throughout their lifespan. Explore our collection of maternal and child health nursing case studies, which encompass prenatal care, labor and delivery, postpartum care, and pediatric nursing. These case studies provide a comprehensive view of maternal and child health, allowing you to develop expertise in this essential area of nursing practice.

You can also check out Patient Safety in High-Tech Settings PICOT Questions Examples

Surgical Nursing Case Studies

Surgical nursing involves caring for patients before, during, and after surgical procedures. Our surgical nursing case studies cover a wide range of surgical specialties, including orthopedics, cardiovascular, and gastrointestinal surgeries. Delve into these case studies to gain insights into preoperative assessment, perioperative management, and postoperative care. By examining real-life surgical scenarios, you’ll develop a comprehensive understanding of surgical nursing principles and refine your skills in providing exceptional care to surgical patients.

• Discuss DI in relation to a postoperative neurosurgical patient – Week 2, 3, 4 Solution
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• Current Trends in Nursing Practice: Electronic Prescriptions for Opioids – Week 4 Solution
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• Theory–Practice Gap in Jean Watson Theory of Human Caring – Assignment 1 Solution
• Bowel Obstruction Case Video Presentation – Week 4 Solution
• Appendicitis SOAP Note – Sample SOAP Solution 1
• Week 4: GERD SOAP Note Assignment Solution

Obstetric Nursing Case Study

Obstetric nursing focuses on providing care to women during pregnancy, childbirth, and the postpartum period. Our obstetric nursing case studies explore various aspects of prenatal care, labor and delivery, and postpartum recovery. Gain valuable knowledge about common obstetric complications, evidence-based interventions, and strategies for promoting maternal and fetal well-being. These case studies will enhance your obstetric nursing skills and prepare you to deliver compassionate and competent care to expectant mothers.

• Capstone Proposal: Postpartum Hemorrhage Education To Nursing Students
• Progress Evaluation Telecommunication: Teleconference on Post-Partum Hemorrhage
• Case Study 5.2 the Moral and Ethical Questions of Aborting an Anencephalic Baby
• Holistic intervention plan design to improve the quality of outcomes – Problem Statement (PICOT)
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• Three nursing diagnoses for this client based on the health history and screening (one actual nursing diagnosis, one wellness nursing diagnosis, and one “risk for” nursing diagnosis)
• Identify two or more issues with the existing system
• Differences between inpatient and outpatient coding

Nursing Ethics Case Study

Ethical dilemmas are an inherent part of nursing practice. Our nursing ethics case studies shed light on complex ethical issues that nurses encounter in their daily work. Explore thought-provoking scenarios involving patient autonomy, confidentiality, end-of-life decisions, and resource allocation. By examining these case studies, you’ll develop a deeper understanding of ethical principles, ethical decision-making frameworks, and strategies for navigating ethical challenges in nursing practice.

• Ethics in Complementary Therapies
• Ethics Case Study Analysis
• Ethics in Practice
• Ethical Dilemma on Robotic Surgery and ACS Codes of Ethics – Post 1
• Case Study on Biomedical Ethics in the Christian Narrative
• Academic Success and Professional Development Plan Part 2: Strategies to Promote Academic Integrity and Professional Ethics
• Week 9 Assignment 9.1: Mercy Killing Ethics – Using one theory that you have studied that you agree with and one theory that you disagree with, describe how Officer Jones would act in each case – Solution
• Deliverable 4 – Code of Ethics Intake Packet
• Ethics in the Workplace
• code of ethics for nurses
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Health Promotion Case Study

Community health promotion plays a crucial role in improving the health and well-being of populations. Our community health promotion case studies highlight successful initiatives aimed at preventing diseases, promoting healthy lifestyles, and addressing social determinants of health. Explore strategies for community engagement, health education, and collaborative interventions that make a positive impact on the well-being of individuals and communities.

• Health Promotion in Minority Populations
• Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
• Health Education And Current Challenges For Family-Centered Health Promotion
• Cultural Competence And Nutrition In Health Promotion
• Why is the concept of family health important? Consider the various strategies for health promotion.
• levels of health promotion
• Integrate evidence from research and theory into discussions of practice competencies, health promotion and disease prevention strategies, quality improvement, and safety standards.
• Discuss various theories of health promotion, including Pender’s Health Promotion Model, the Health Belief Model, the Transtheoretical Theory, and the Theory of Reasoned Action.
• What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion?
• Describe health promotion for Pregnant women
• Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area. Choose one of the Leading Health Indicators (LHI) priorities from Healthy People 2020: https://www.healthypeople.gov/2020/Leading-Health-Indicators
•   A description of a borrowed theory (expectancy-value theory and social cognitive theory) that could be applied to improve health promotion patient education in primary care clinic. Is this borrowed theory appropriate?
• How has health promotion changed over time
• Primary Prevention/Health Promotion
• Health Risk Assessment and Health Promotion Contract

Nursing Leadership Case Studies

Nursing leadership is essential for driving positive change and ensuring high-quality patient care. Our nursing leadership case studies examine effective leadership strategies, change management initiatives, and interprofessional collaboration in healthcare settings. Gain insights into the qualities of successful nurse leaders, explore innovative approaches to leadership, and learn how to inspire and motivate your team to achieve excellence in nursing practice.

• Part 3: Nursing Leadership – Childbearing after menopause – Assignment Solution
• Capstone Project Ideas for Nursing Leadership
• The purpose of this assignment is to examine the impact of contemporary challenges in care delivery facing nursing leadership. Select and research a major issue in the delivery of care facing nurse leaders today and write a 1,250-1,500 word paper addressing the following:
• One nursing theory will be presented as a framework to resolve a problem occurring within one of the professional areas of leadership, education, informatics, healthcare policy or advance clinical practice.  The same nursing theory selected in Assignment One may be used to resolve the identified problem. 
• Module 6: Change and Leadership in Nursing Education – Professional Development
• Module 6: Change and Leadership in Nursing Education – Critical Thinking
• Module 6: Change and Leadership in Nursing Education – Discussion
• Analyze one of the following concepts: “Advanced Practice Nursing,” “Leadership in Nursing Practice” or “Holistic Nursing Practice”
• Nursing Administration Function: A Comprehensive Guide for Nursing Students
• Theory and Leadership
• NUR-514: Organizational Leadership and Informatics
• Leadership: Workplace Environment Assessment
• Professional Development in Nursing – Topic 3 Assignment Solution
• Leadership Change Framework – Week 8 Assignment Solution

At NursingStudy.org, we strive to provide you with a comprehensive collection of nursing case study examples and solutions that align with the best practices recommended by YOAST and RankMath. By exploring these diverse case studies, you’ll enhance your clinical knowledge, critical thinking abilities, and overall understanding of nursing practice. Take advantage of this valuable resource and elevate your nursing skills to new heights.

Remember, success in nursing begins with knowledge and continues with lifelong learning. Explore our nursing case study examples and solutions today and embark on a journey of professional growth and excellence.

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