Using student case studies
creatively
Katie Dallison
Stephen Boyd
Graduate Labour Market Task Group, AGCAS
Objectives
• Introduce case based learning (CBL) using St
Georges, University of London as a case study
• Explore different ways CBL can be adapted to
suit your working needs/style
• Share ideas on using cases in individual and
management work
• Gain reference material on how to create your
own case studies
So many letters...
• Case based Learning CBL (facilitator plays a larger
role offering guiding questions, topics generally
softer with multiple answers)
• Problem based Learning PBL (facilitator more
stand offish, free flowing discussions, topics can
be practical or soft)
• Scenario (or simulation) based Learning SBL
(generally practical topics, equipment based, right
or wrong answers)
Often used interchangeably and confused by
academics and students
CBL – Cake Based Learning
Scenario:
You own a new coffee shop called GLAM. You
have one cupccake and have just realised
your knife is only sharp enough to make 3
cuts. In 3 minutes you will have to serve cake
to 8 highly competitive 10 year olds. Figure
out a way to cut the cupcake into 8 evenish
pieces so you don’t have to deal with WWIII.
Resources: 1 cake, 1 bluntish knife
What is case based learning?
• Small group with facilitator
• Oriented toward a case, which from
different perspectives generates different
problems and routes
• Students choose and deciding priorities
based on guiding questions
• Can be ongoing with new information
introduced as the case moves forward
Academically recognised
“PBL is a learner-centered educational method.
In PBL learners are progressively given more
and more responsibility for their own
education and become increasingly
independent of the teacher for their
education. PBL produces independent
learners who can continue to learn on their
own in life and in their chosen careers.”
California State and San Diego State University
CBL based in Careers Theory
• Constructivist Theories
– Narrative Theory
• Story telling and re-authoring
– Systems Framework Theory
• Meta-theory encompassing chance as a key driver to
change
– Hope Theory
• Goals, Pathways and Agency though (related to planned
behaviour)
CBL introduces Career Theory to
students
• Trait/Factor
• Theory of Planned Happenstance
• Super’s Life Span/Life Space
And many more...
CBL at St Georges
• Meet Mandeep – 2nd
year BSc Biomedical
Science
• Fully embedded and
structured over two
sessions with
reflection and research
time between
• ‘Do you think there is
one right answer for
Mandeep?’
• What could Mandeep
do to check this career
for herself?
The PhD case and resources
• Two separate cases – Phil (nonacademic pathway) and
Mandeep (academic pathway)
• Run as one session with full
group discussion at end
• More focus on sharing own
experiences and assessing how
to use information
• ‘What could Phil do with this new
information that he has? How
helpful is it?’
• ‘How could Phil make use of his
PhD within the role?’
Specific issues this method has
addressed
• Increases engagement by empowering
students to come up with their own solutions
• Cost efficient compared to 1 to 1
• Bring employability in line with other
academic teaching methods
• Addresses the issue of a lack of Plan B
– Raises awareness of careers planning tools
– Can prevent engagement – going to try
different persona of adviser rather than
student
Writing the case
• Takes longer than you think...
• Deconstructed real case studies at certain
points in time and constructed questions to
promote conversation
• Used artistic licence to create resources
• Had to ensure permissions had been sought
correctly at case creation
CBL lite
• More flexible, softer version of CBL
• Gives power to your audience, allowing them
to engage in the topic
• Can help link together topics through a
common story
• Using own case studies allows students to
hear the outcome
Have a go...
• Using your case study, design a short
paragraph to introduce your student and
come up 3-4 questions that you could ask
groups to discuss.
• What prompting questions could you use if
students struggled?
• What extra resources might you introduce to
create a second stage to your case?
Using cases in your individual work
• Myth busting – pre-entry work
• Information gathering
• Bringing another person into the room
• Working with disabled students
• Role reversal to empower students
• Examples for scenario questions for
interview practice
Using cases with
Academics/Management
• ‘Hard’ evidence related to careers
• Building bonds between department and
careers service during creation and open up
links between web sites
• Extension of DLHE data with personality
• Advocating careers support to open links
• Using CBL/PLB/SBL shows academic rigour
Extra support
• ACGAS GLAM publication Collecting and using
case studies within careers work on the
AGCAS website
• Pegg, A., Waldock, J., Hendy-Isaac, S. &
Lawton, R. (2012) Pedagogy for employability.
The Higher Education Academy.
• AGCAS GLAM Task Group (Janet Moore [email protected]
• Katie Dallison [email protected]