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Changing with the times

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One of the most frustrating things about change is that it is so, well, changeable.  Just when we get used to considering implementing one type of change another comes along to replace it, and the whole darn thing starts all over again.

For some time now case method practitioners have engaged with online technology and the challenge of facilitating online group case discussion.

But I’m now seeing signs that the technology also changes the type of case one might choose to use.  Many case teachers now use ‘found materials’ – news stories, video clips, interviews, and so on – not as supplementary or background reading but as an alternative to a formal, written case, as ‘the case’ itself.

In what ways do you think this changes the nature of case teaching? What are your changing needs as a teacher or creator, and how might The Case Centre better support you as you explore this new territory?

As always, I am very keen to hear from you.


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The case for undergraduates


Inspiration Day 2017 participants 

How many of us teach cases to undergraduate classes?

It was once generally assumed that the traditional ‘Harvard’ case method was suited only to post-grads with a higher degree of ability, commitment and experience.

As the independent home of the case method, The Case Centre has always been uncomfortable with the implication that undergraduate students couldn’t benefit from an experience we know to be highly effective. After all, there is more than one way to apply the case method; inventive teachers and innovative schools and universities know that.

I recently visited Sheffield Business School (SBS) at Sheffield Hallam University. With more than 8,000 undergraduate students, the School brands itself as ‘Britain’s largest modern business school’.

Jamie Rundle 209586

                            Jamie Rundle – Image courtesy of

Case teaching is becoming more widely used at SBS, with the support of the dean and other members of the School’s management team, and in response, a case method special interest group (SIG) has been established by lecturer Jamie Rundle.


The SIG meets regularly to discuss and share best practice in teaching with cases, and supports those members writing cases by commenting on drafts and hosting one of our customised case writing workshops. Faculty have noted increased student engagement with case discussion, local impact on businesses who feature in the cases, and the School is now investigating the extent to which cases could be used to support accreditation.

It delights me to see this increasing engagement with the case method in undergraduate schools, and we are supporting it through a number of developments.

We host an annual Inspiration Day, where practitioners at undergraduate level share best practice and experience.

We recently went live with our new Undergraduate Case Teaching Licence, specifically tailored to the needs of undergraduate faculty.

Later this year we will launch an interactive tool to support students preparing for class, guaranteeing they come prepared for discussion.

And if you are interested in following the example of the SBS SIG, just get in touch with and we’ll offer you the support you deserve.

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