This document discusses the use of case studies in foreign policy analysis courses. It explains that case studies recount real events and problems to give students experience dealing with complex situations. There are two main types: retrospective cases present a complete history for analysis, while decision-forcing cases omit outcomes to require students identify options. Case teaching grounds instruction in reality by engaging students in discussions of specific situations. It helps students learn content and critical thinking skills. Foreign policy cases explore the articulation, formulation, implementation, and evaluation phases of the policy process.

1. Subject: Foreign Policy Analysis
Lecturer: Ibragim Koncak
Student: Akchayim Ulukbekova

2.  A case is a story. Cases recount- as
objectively and meticulously as possible-
real events or problems so that students
experience the complexities and
uncertainties confronted by the original
participants in the case(be they foreign
policy decision-makers, medical doctors,
or government officials)

3.  Identify the problem(s) at hand and define
its context and parameters,
 Identify a set of possible solutions.
 Formulate strategies and recommendations
for action.
 Make decisions, and
 Confront obstacles to implementation.

4.  A retrospective case presents a
comprehensive history of a problem-
complete with multiple actors, contending
interests, and the real outcome: students
identify alternative options and analyze why
this outcome resulted, when other- possibly
“better” solutions-existed.
 A decision-forcing case stops short of
revealing the outcomes, thus forcing
students to identify and assess the range of
possible options for actions.

5.  Case teaching grounds academic instruction
in reality by engaging students in discussion
of specific situations. Case teaching is
learner-centered, characterized by intense
interactions between teacher and students,
as well as among students in a group.
 They simultaneously learn curricular content-
knowledge-and how to learn-skills, and
competencies such as writing, speaking,
listening, and critical thinking.

6.  According to Laurence Lynn
 research case provide the answers and
 Teaching case requires that students discuss
the case and discover the answers in the
discussion process

7.  In foreign policy courses, a well-written case
will explore four phases of the foreign policy
process:
 1 Articulation phase
 2 Formulation phase
 3 Implementation phase
 4 Evaluation phase

8.  Cases provide the opportunity to test
theories, to apply middle-range theories to
explain foreign policy behavior.

9.  They are interesting and real;
 The make courses content relevant to
students in an extraordinarily powerful way;
 They demonstrate the application of, as well
as limitations of, concepts and theories;

10.  Student appreciate the pace of these classes,
the interaction, pressure, and the skills as
practiced in good case discussions.
 A case class is clear break from the passive
lecture, and students seem to like sharing
responsibility for the learning process.