Case teaching in economics: History, practice and evidence

Abstract

Case studies are, normally, real-world problems that might include relevant or irrelevant data, correct or incorrect analysis and that require some sort of interpretation or solution. The use of case studies has been a common feature of undergraduate studies in business and law for a long time. In recent years, the so-called “case method” has become quite popular in economics education as well since it is believed to help the development to three key objectives in economics education: the mastering of economics principles, the application of principles to reality and the systematic analysis of policy issues. Coupled with student-centred approaches to learning, the case method can prove a very effective method in helping students to achieve a deeper understanding of both economic theory and policy analysis. The article provides an account of how case studies can be effectively used in economics teaching and reviews the empirical evidence on the effectiveness of the approach.

Keywords:

• case method
• newsclips
• problem-based learning
• student-centred approach
• economic tools for teaching

Public Interest Statement

For many years “chalk and talk” (Schaur & Watts, 2011) has been the dominant teaching approach in economics education. While the approach is generally seen as an effective way to transmit knowledge, it is regarded less effective in helping students developing higher order skills of analysis and synthesis in particular with respect to policy issues. The use of case studies either in the form of newsclips or carefully constructed accounts of real-world scenarios, have progressively proved popular among economics educators as a way of developing the desired higher order cognitive skills. When coupled with student-centred approaches such as problem-based learning, the use of case studies can be a powerful way to engage students, stimulate interest, foster deeper understanding and develop an ability to address policy issues. The article reviews the use of the case method in economics and summarises the empirical research on the effectiveness of the approach.

Notes

1. The five proficiencies are: gaining access to existing knowledge, displaying ability of existing knowledge, displaying command to draw out existing knowledge, utilising existing knowledge to explore issues and creating new knowledge.

2. Bredon (1999) proposes the following taxonomy of newsclips: Osmotic newsclips; Case study newsclips, Focused newsclips, Reworked news.

3. For more suggestions on ways to use the Internet to generate newsclips, see Bredon (1999).

4. Section 7 focuses on research on the case method. The papers by Albanese and Mitchell (1993), Vernon and Blake (1993) and Dochy, Segers, Van den Bossche, and Gijbels (2003) provide a good summary of the research on PBL.

Additional information

Funding

Funding. The author received no direct funding for this research.

Notes on contributors

Guglielmo Volpe

Guglielmo Volpe is a reader in economics education within the School of Economics and Finance at Queen Mary University of London. He is a National Teaching Fellow and an associate of the Economics Network. His main research interest is in the pedagogy of economics education. His current research focuses on four main areas: student-centred learning approaches such as problem-based learning and case studies; students’ sense of belonging and educational achievements; threshold concepts in statistics teaching; widening participation: educational achievement and career prospects of economics graduates.