HOW CASES COULD BE USED AT SWEDISH UNIVERSITIES – THE EXAMPLE OF HALMSTAD UNIVERSITY
Nathalie Hallgren Halmstad University
ABSTRACT
The concept “case study” can be seen as a research that is based on real-life observations, and therefore also a tool for teachers to help students get a connection between theories and real life. By including cases in class and building this bridge between theory and practical knowledge the teachers also tend to increase the students learning and motivation. Unfortunately the Construction and Real Estate Business Program at Halmstad University only uses cases in class in a very small extent and therefore focus much on the learning-based-teaching. Since cases can be used in many different ways it would not be a problem for the teachers at Halmstad University to find a way to include it more in their teaching by using lecture method, discussion methods, small-group methods, individual cases, computer simulation cases or clicker cases.
KEYWORDS
Case study, cases, case-based-teaching, lecture-based-teaching, Halmstad University
INTRODUCTION
Learning is a sustained process that never ends and also the source of knowledge (Kolb, 2014, p. 31-32). Knowledge is a very important part in the society since it contributes to the ability to develop new technology (Simon, 1998). The human’s ability to learn is also a fact that many state to be the greatest joy in life. Therefore it is important that the universities focus on support, increase and fortify the students learning through learningprocesses that stimulate their desire to learn (Elshorbagy & Schönwetter, 2002).
Lately, teachers at universities have been reporting that they believe that their classes focus too much on theory and too little on practical knowledge (Lampert, 2010). As the dropouts from higher education has increased the last decades it has been an interesting subject for researchers to investigate if these dropouts is a result of classes characterized by theory and loss of practical knowledge (Duque, 2014; Lerdpornkulrat, Koul & Poondej, 2016; Bernardo, Esteban, Fernández, Cervero, Tuero & Solano, 2016; Belloc, Maruotti & Petrella, 2011).
The ordinary courses are traditionally formed in a deductive way, also called teacher- centered-learning or lecture-based-teaching (Kardash & Wallace, 2001; Prince & Felder,
Dated December 3, 2016
2006; Russell & McCullouch, 1990; Elshorbagy & Schönwetter, 2002). These teaching methods means that the teacher first goes through pertinent theory and then takes the next step into the exercises that is included in the textbooks. In this case students often feel low motivation based on their low possibility to participate in the learning process, and also based on the fact that the teacher often fails to connect the course to the real world (Kardash &
Wallace, 2001; Prince & Felder, 2006; Lerdpornkulrat, Koul & Poondej, 2016; Horstmanshof
& Zimitat, 2007; Astin, 1999).
To solve the problem with unmotivated students at higher education researchers have found that teachers instead should focus on inductive teaching methods, also called student- centered-learning or cased-based-teaching. This means that the teacher instead starts the course with presenting a challenge for the students, for example a case study to analyze. By letting the students analyze a case they directly start to think and recognize the need for facts, skills and understanding. This method therefore gives the students a chance to first try on their own (Prince & Felder, 2007) which will encourage them to strive towards finding own solutions (Norman & Schmidt, 1992; Coles, 1985) and further also raise their intellectual ability (Felder & Brent, 2004). Case-based-teaching gives the teacher a number of different ways to promote the students learning and encourage their interest in class (Hodges, 2005).
But the problem is that many teachers do not know how to use cases in class because of its divergent definition and wide range of applications (Herreid, 2011).
REVIEW OF PREVIOUS RESEARCH
The concept ”case study” has a lot of definitions based on researchers different views towards its meaning and consistent. Some researchers states that the definition of a “case study” is a research that is based on participant observations made ”in the field” from example archival records, verbal reports, observations or a combination of these (Yin, 1981; Easton, 2010).
Others mean that it is a research that only focus on one case, phenomenon, example or situation that has been confronted (Gerring, 2004; Furet, 1971; Kember, 2008; Sandelowski, 2011) or a method that gives answers to the questions what, how and why a phenomenon is the way it is (Donnelly & Wiechula, 2012).
As mentioned earlier in the introduction, a central concept for researchers today is the fact that many students choose to drop out of their higher education (Duque, 2014). Lately many researchers have made attempts to investigate if the increasing dropouts are a result of classes characterized by theory and loss of practical knowledge (Duque, 2014; Lerdpornkulrat, Koul
& Poondej, 2016; Bernardo, Esteban, Fernández, Cervero, Tuero & Solano, 2016; Belloc, Maruotti & Petrella, 2011). These studies have shown, firstly, that the courses at universities traditionally are characterized by theory and therefore are formed in a deductive way, also called lecture-based-teaching (Kardash & Wallace, 2001; Prince & Felder, 2006; Russell &
McCullouch, 1990; Elshorbagy & Schönwetter, 2002). This includes for example traditional engineering and science courses, which normally starts with the teacher presenting a topic by lecture ordinary theories and principles for the students. The teacher further uses the theories and principles to educe for example mathematical models and also to illustrate how the mathematical models can be used in different ways. It is common that the teacher who uses deductive teaching also gives the students homework so they can practice the models different applications and finally end the course with a test. In this way the teacher pays little or no attention to answer the questions “why” all this is done, “what” phenomenon or problem in the real world can these models describe or solve and most important: “why” should the
students pay attention to this? (Prince & Felder, 2006). The studies also show that there are several reasons for why this high rate of dropouts exists. The main reason is that students feel a disengagement and lack of motivation (Lerdpornkulrat, Koul & Poondej, 2016; Kalsner, 1991), which tends to occur when individuals feel low possibility to participate in the current processes (Lerdpornkulrat, Koul & Poondej, 2016; Kalsner, 1991; Horstmanshof & Zimitat, 2007; Astin, 1999).
During the last few years another way of teaching has receieved attention, the inductive strategy. The inductive strategy means that teachers should let their students learn by doing, which in class can be done by allowing students to analyze case studies (Zhu & Simon, 1987;
Zhu, Lee, Simon & Zhu, 1996; Prince & Felder, 2007; Globig, Jantke, Lange & Sakakibara, 1997; Leonard & Cook, 2010). When teachers use cases in class they encourage the students to explore and reflect over a historical or hypothetical case built by a scenario that either have happened or might happen in the real world (Prince & Felder, 2007). The teachers are therefore supposed to find the balance between teaching for fact and teaching for independent thinking (Brooks, 1990). Shortly the teachers are supposed to build a bridge between theory and practice by letting the students connect theories and concept to real-life situations (Engle
& Faux, 2006; Kurz, Llama & Savenye, 2005). In these classes the focus is on the students who are given the possibility to develop their own understandings (Brooks, 1990). Therefore this teaching method also can be called student-centered-learning or cased-based-teaching as it gives students more responsibility for their own learning unlike the traditional deductive- teaching method does (Prince & Felder, 2006).
Harvard Business School has for more than hundered years used the case-based-teaching in class since the teachers, instead of only focus on theory, also includes case studies in their teaching as a complement to present their message. For teachers there are several different ways in how they can use cases in class (Herreid, 1994, 1998, 2011; Hodges, 2004).
1. Lecture method: In this case the teacher acts like a storyteller and present the students different case studies by telling stories about the cases during class (Herreid, 2011;
Baeten, Dochy & Struyven, 2012). The advantage with this method is that the students found it more interesting than ordinary theory-classes and still gets the information in the correct context. But there is also a risk with this method. As the teacher is the storyteller the students can not participate in the learning process which can lead to passivity in class (Herreid, 2011).
2. Discussion methods: The most common way of teaching with this method is that the teacher stands in front of the class and presents a case study that the class then are supposed to have a joint discussion about (Herreid, 2011; Baeten, Dochy & Struyven, 2012). Other ways to design the discussions it to implement debates, symposia, trials or public hearing. As many students might feel unconfortable about speaking infront of the entire class the teacher can also use more student-friendly forms of discussions (Herreid, 2011).
3. Small-Group Methods: Teaching cases in small groups have lately been proved to be a very successful method as it promotes collaborative learning and encourage students’
different opinions and improve their expressions of different ideas. One way of teaching with small-groups methods is the interrupted case method. The teacher firstly splits the class into small groups and then gives each group a problem and a case to analyze during class, without further literature search. The groups of students are therefore supposed to find all the information that they need to solve the problem in their cases. Another way of using small-groups methods is called intimate debate method and is suited when the cases are about controversial topics. Again the students are paired into small groups, but now
they are supposed to prepare arguments for or against the topic in their case and later have a discussion and argue against another group with the opposite opinion. A third way of teaching with small-group methods is called team learning. This method means that the teacher gives the students, before each lesson, a case study to read individually at home. When the students then arrive to the next lesson they split into small groups and discuss what they think about the case study (Herreid, 2011).
4. Individual cases: There are essentially two ways of teaching with individual cases. The dialogue method means that the teacher gives the students individual case studies with different topics and asks them to individually write a dialogue, for example between two people, about their topic. In the end of the dialogue the students also are supposed to argue for their own opinion and thoughts (Herreid, 2011). In the direct case method the teacher instead gives the entire class the same case, including a scenario and some questions that the students then are supposed to answer individually. The cases that are used in this method does not come with clear answers to the questions and thereby require that the students search further information elswhere (Herreid, 2011; Cliff &
Wright, 1996).
5. Computer Simulation Cases: These cases are computer-based and can for example be presented for the students as video cases. The cases can also be presented by a Web page conference. The teacher then gives the students access to the Web page, present the case studies and let the students analyze the cases. Later the students are supposed to present their result by posting it on the Web page and thereby let other students, and the teacher, ask questions about the result. As the students also are supposed to answer the questions that are asked on the Web page they get to act like researchers, laboratory technicans or doctors (Bergland. Lundeberg, Klyczek, Sweet, Emmons, Martin, Marsh, Werner &
Jarvis-Uets, 2006).
6. Clicker cases: At universities many courses include a large number of students, which may obstruct the teachers’ possibility to present the case studies individually or to split the students into groups and have a discussion. Therefore an alternative for the teachers is to present the cases on a PowerPoint and let each of the students have a radio frequency clicker through which they can type and send responses that then will be shown at the PowerPoint. This technique therefore makes it possible for teachers to present cases for a big amount of students at the same time, and also to collect the students’ different opinions even in big classes (Herreid, 2011; Wolter, Lundeberg, Kang & Herreid, 2011).
Researchers have found that the ordinary lecture-based teaching methods inhibits the students possibility to build knowledge and that the most efficient method for building knowledge is to use the case-based-teaching (Flynn & Klein, 2001; Tomey, 2003; Lord, 2007). Studies have further shown that case-based teaching gives the teacher a number of ways to encourage the students learning, cultivate their interest (Hodges, 2004), practice their critical thinking (Logsdon-Conradsen, 2004) and also improve the educational outcomes (Lea, Stephenson &
Troy, 2003). A studie made in Canada has shown that 89,1% of the students showed better critical-thinking skills, that 90,1% showed deeper understanding and that 93,8% showed more engagement during class when the teacher used cases insead of only teaching theory (Yadac, Lundeberg, DeSchryver, Dirkin, Schiller, Maier & Freeman-Herreid, 2007).
The Construction and Real Estate Business Program at Halmstad University includes a total of 21 courses during three years. The courses are structured and examined in different ways and also includes different literature, which are demonstrated in the table below (Halmstad University, 2016).
Course Structure Examination Literature Construction Technology 1 Lectures and
group-project
Individual test and group-project
Books Building Technology 2 Lectures and
exercises
Individual test and group-project
Books Construction Management 1 Lectures, exercises
and group-project
Individual test and group-project
Books
Marketing 1 Lectures, exercises
and seminars
Two individual tests Books Organization and Leadership Lectures, seminars
and group-project
Individual test and group-project
Books and cases Facilities Management Lectures and
seminars
Individual submission
Books Management Accounting Lectures, exercises
and seminars
Individual test and two group-projects
Books Financial Accounting Lectures, exercises,
computer exercises and seminars.
Individual test, individual submission and group-project
Books
Economics Lectures and
exercises
Two individual tests Books
Survey of Law Lectures and group
exercises
Individual test Books and cases Real Estate Law Lectures, exercises
and seminars
Individual test Books and cases
Finance Lectures, exercises
and seminars
Individual test and two group-projects
Books
Operations Planning Lectures Individual test Books
How to Lead People Lectures, tutorials and seminars
Three group- projects
Books Entrepreneurship Lectures, tutorials
and seminars
Individual submissions and group-project
Books
Scientific Method: Theory and Application
Lectures, tutorials and seminars
Individual test, two group-projects and three individual submissions.
Books and scientific articles
Business Administration – Real Estate
Management/Management Accounting
Lectures and seminars
Individual test, individual
submission and two group-projects
Books
Facilities Management 2 Lectures Group-project Books and cases Tenancy Law and Real Estate
Execution Lectures, exercises
and seminars Individual test Books and cases
Contract Law Lectures, exercises
and seminars
Individual test Books and cases Independent Project in
Business Administration
Seminars and tutorials
Group-project of two students
The students select literature
(Halmstad University, 2016)
The courses that include case studies in teaching are Organization and Leadership, Survey of Law, Real Estate Law, Facilities Management 2, Tenancy Law and Real Estate Execution and Contract Law. In Organization and Leadership the students are supposed to analyze and discuss three cases in group. Theses cases are all based on real life experienses and refer to make the students understand how different leadershipstyles affect employees. Also the course Facilities Management 2 use cases in class since the students are supposed to study, analyze and present a group-project about one current project in the society (for example the project Södra infarten in Halmstad). Cases are also included in the law courses Survey of Law, Real Estate Law, Tenancy Law and Real Estate Execution and Contract Law. In these courses the cases are handed to the students in the shape of court cases that the students are supposed to analyze and further decide if the judge made the correct decision, by studying the cases and the law book.
STATEMENT OF THE PROBLEM
Since the dropouts have been increasing lately it has also been a very discussed area for researchers who try to counteract this global problem. As the dropouts increase the whole society face a challenge as it may lead to a loss of educated workforce. It may also lead to worse reputation and less revenue for the universities, and problems connected to income and career for the students (Lerdpornkulrat, Koul & Poondej, 2016).
Since the major reason for these dropouts has proved to be students’ low motivation the author found it interesting to study what this lack of motivation depends on and how teachers could affect it during class. As case studies have been proved to affect students’ motivation positively this study focus on how cases could be used in lectures and therefore also answer the question: How could cases be used at Swedish universities?
The author also founds it interesting to further investigate Halmstad University’s situation, as she is a student at the university. The study therefore also focus on how courses at Halmstad University are formed today and if/how these can be improved by using case-based-teaching.
Therefore the study will be delimited to the example of Halmstad University.
METHODOLOGY
This study initially refers to show how cases in general could be used at Swedish universities and further on investigate how it can be used at Halmstad University. The study is based on quantitative information, as many previous researchers have investigated how cases generally can be used at universities by asking a large amout of students and teachers. The study also is of qualtitative nature as the author has made new and deeper findings by studying the Construction and Real Estate Business Program at Halmstad University.
The secondary sourses that are included in this study consist maily of scientific articles that have been collected from generally three databases: Web of Science, Scopus and Scholar. To maintain a high validity in the study the author strove to use peer-reviewed articles that have been cited many times. To also preserve a high reliabilty the author choosed to study an entire program and all its courses at Halmstad University.
When searching for articles, the author used words such as: case study, case-based-teaching, cases in class, case study in class, inductive teaching and case in education.
The books that were used as a complement to the scientific articles were gathered from the library at Halmstad University and the syllabuses that were used to collect information about the Construction and Real Estate Business Program at Halmstad University were found on Halmstad University’s webpage.
RESULTS
Courses at universities are often formed in a lecture-based-way, which means that the teacher focus much on theory and less on practical knowledge. In class the teacher begins by presenting theories and principles based on the books that belong to the course, to educe for example mathematical models that the students are supposed to use later in the course when they do their homework or finish their exam by an individual test. This way of teaching therefore puts little or no effort in explaining what the students might need this fact for later in real life and why the students should pay attention to it in class.
Lately, another way of teaching has received much attention and has also been proved to be the most efficient method for building knowledge. This method is called case-based-teaching and suggests that teachers should let their students learn by doing, and therefore includes building practical knowledge by using cases in class. By using the case-based-teaching the teacher focus on building a bridge between theory and practice by connecting theories and concepts to real-life situations. The teacher now encourages the students to develop their own understanding and increases their critical-thinking skills, understanding and engagement during class.
At the Construction and Real Estate Business Program at Halmstad University all courses are completely or partially build by the ordinary lecture-teaching models since they all include lectures and books as the main literature, except for the Independent Project in Business Administration where the students themselves select literature. The study of the Construction and Real Estate Business Program at Halmstad University also states that the examination is varied among the courses. Sixteen courses include individual tests, thirteen include group- projects and five include individual submissions.
The courses Organization and Leadership, Survey of Law, Real Estate Law, Facilities Management 2, Tenancy Law and Real Estate Execution and Contract Law does not only focus on books as literature, but also on case studies. Since these courses connect theory to real life and also focus on the students’ understanding and practical knowledge, they can be associated with the case-based-teaching, which advocates this mix.
Since the definition of a case study includes many different views based on its wide content it can also be used in many different ways during class: lecture method, discussion methods, small-group methods, individual cases, computer simulation cases and clicker cases. They all include case studies, but in different ways. The lecture method states that the teacher stands in front of the students and present the cases by telling stories, which can resembles to the ordinary lecture-based-teaching and therefore also inhibit the students participation and lower their motivation. At the Construction and Real Estate Business Program at Halmstad University four of the six courses that includes cases also includes seminars in their structure.
This can be related to the discussion method as the students firstly study cases and then have a joint discussion, either through ordinary discussion, debates, symposia, trials or public hearing, about it during the seminars.
At the Construction and Real Estate Business Program at Halmstad University the majority (five of six) of the courses that include cases also include individual tests, which can be associated with the individual cases. That because all the students get the same cases and are supposed to use the cases individually to be able to answer the teachers’ questions during the individual test. Two of the six courses also include group-projects where the students split into groups and then analyzes cases, which can be related to the small-group method. This method has been proved to be a very successful method as it promotes collaborative learning and encourage students’ different opinions. It also allows the students to be participant in the process, which have been proved to increase their desire and motivation to learn.
Teachers can also perform case-based-teaching in class by using the computer simulation cases or the clicker cases. When the teacher uses computer simulation cases he or she presents the cases for the students by the computer, as a video or by a Web page conference. When they use the Web page conferense the students get to analyze the cases, ask questions to eachother and also present the answers to the questions on the Web page. They therefore get to act like researchers, laboratory technicans or doctors as they are supposed to search and find the answers on their own. As mentioned above, the teachers also can present the cases in class by using clicker cases. This is a good alternative when there are a large amount of students in the class, which usually complicates individual cases and ordinary discussions.
The teacher now presents the cases on a PowerPoint and also hands each of the students a radio frequency clicker, which they can type and send responses through that then will be showed at the PowerPoint.
DISCUSSION
The
Construction and Real Estate Business Program at Halmstad University mostly focus on lecture-based-teaching since the majority of the courses are build by ordinary lectures and books as the ground and therefore fails to connect the theories to the real world. Since this tends to affect the students motivation and learningprocess negative the teacher instead should focus more on using cases in class, as the courses Organization and Leadership, Survey of Law, Real Estate Law, Facilities Management 2, Tenancy Law and Real Estate Execution and Contract Law does. The Construction and Real Estate Business Program at Halmstad University therefore today uses a mix of lecture-based-teaching and case-based-teaching during class. By including cases the students develop their own understanding and also perceive the relation between theory and practical knowledge, as the teacher builds a bridge between these two.Since cases can be used in many different ways it would not be a problem for the teacher to find a way to include it more in the teaching. If the teacher wants to make sure that the students get the information it its context he or she can use the lecture method and further act like a storyteller when presenting the case. However this is proved to not be the most efficient method as it reminds of the lecture-based-teaching and therefore might inhibit the motivation and learning. Other ways of teaching with cases that not reminds of the lecture-based-learning is the discussion methods, small-group methods, individual cases, computer simulation cases and clicker cases. The small-group method is proved to the most efficient method since it
promotes collaborative learning and encourage students’ different opinions and also allows the students to be participant in the process, which increases their desire and motivation to learn.
CONCLUSION
This study states that the Construction and Real Estate Business Program at Halmstad University focus much on lecture-based-teching and therefore might face low participation and low motivation during class. If teachers instead focus on case-based-teaching they will encourage the students to learn by doing and further also higher their motivation for working hard.
The study also states that teachers can use cases in class in different ways, which would make it easy for teachers to include cases in class. These different ways are: lecture method, discussion methods, small-group methods, individual cases, computer simulation cases and clicker cases. Since studies have shown that lecture method reminds of lecture-based-teaching the teachers should not use this method as it might inhibit the students’ learningprocess and motivation. Instead the teachers should focus on more small-group methods since they increase the students’ motivation and engagement during class.
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