A framework for good case design

If we are going to devote a lot of time to case studies in our teaching, the pedagogical rationale should be clear, and design decisions intentional. In their 2006 meta-analysis on case design, Kim et al stratified and characterized various aspects of case study method according to their core attributes and instructional design variables:

Instructional design possibilities and tools have expanded since they wrote their paper, however, the basic principles still stand. This resource is organized according to the "core attributes" in the above diagram. Click on one of the five buttons below to explore contributing content, structure, and process elements that contribute to the implementation of case study design with that particular element in mind. Think of this slide as the main entrance or "trunk" of this labyrinth, and each of the buttons below as an avenue to explore, with nooks and crannies (hopefully no dead ends!)

Note: it is unlikely you will cover every corner of the labyrinth. The idea behind the project is to allow the user to define the path. So, if you are finding your students don't treat your cases as "real", try the "realism" road. Are your students bored? Explore the engagement branch. Do they seem overwhelmed? Perhaps you are not getting at the right level of challenge... If you are experiencing technical or logistical difficulties, perhaps the Design elements will hold some potential solutions...