The document outlines the development of a postgraduate course focusing on critical thinking through case studies, highlighting their role in bridging theory and practice. It emphasizes student-centered learning and the necessity of understanding reasoning and fault in arguments. Key elements of effective case studies are discussed along with strategies for facilitating discussions to enhance learning outcomes.

1. Developing Critical Thinking
Postgraduate Course The Case Study Approach
Critical Thinking in Action: Feedback
Dr Angus Nurse
Email – a.nurse@mdx.ac.uk

2. The Value of Case Studies
Case Studies:
• “bridge the gap between theory and
practice and between the academy
and the workplace”
(Barkley, Cross, and Major 2005, p.182)

3. Student Views – Developing
Skills
• Greater emphasis on practical work required
• Move away from teacher led instruction to student centred
learning
• The ‘how’ of analytical/critical thinking rather than just
subject specific analysis.
• Motivation is improved when reasoning is explained,
developed and understood.

4. Student Views: The Light at the End
of the Tunnel…
• Analysis of how ‘correct’ reasoning is arrived at
• Discussion of elements in faulty reasoning and steps leading up
to incorrect conclusions
• Workshop discussion of flawed cases, common errors and
misconceptions
• Analysis of areas of dispute/conflict between professionals, text
book authors - the ‘what if’s’
• Techniques for evaluating evidence and detail so that
conclusions can withstand scrutiny

5. The Nature of Case Studies
• They can be short (a few paragraphs) or long (e.g. 20+ pages).
• They can be used in lecture-based or discussion-based classes.
• They can be real, with all the detail drawn from actual people and
circumstances, or simply realistic.
• They can provide all the relevant data students need to discuss and
resolve the central issue, or only some of it, requiring students to identify,
and possibly fill in (via outside research), the missing information.
• They can require students to examine multiple aspects of a problem, or
just a circumscribed piece.
• They can require students to propose a solution for the case or simply to
identify the parameters of the problem.

6. Case Studies as Experiential
Learning
Slide 6
28/11/13

7. Criminology – Case
Study Approaches
Possible Approaches:
– Evaluating a scenario and identifying what may be
important and what is irrelevant;
– Analysing law, case law and Government or sector
specific guidance;
– Evaluating evidence including witness statements,
interview evidence and contradictory or ambiguous
material; and
– Critical evaluation of a practical case to analyse the
material and reach a conclusion.
– Case study based on placement/internship experience

8. Developing Case Studies
Clarify objectives:
• What do you want students to learn from the discussion
of the case?
• What do they know already that applies to the case?
• What are the issues (central and peripheral) that may be
raised in discussion?
• Can the case "carry" the discussion (Is it appropriate to
your objectives)?
(Cornell University, Teaching Guidance)

9. Elements of a Good Case Study
Davis (1993) suggests a good case study should:
• tell a “real” and engaging story
• raise a thought-provoking issue
• have elements of conflict
• promote empathy with the central characters
• lack an obvious or clear-cut right answer
• encourage students to think and take a position
• portray actors in moments of decision
• provide plenty of data about character, location, context,
actions
• be relatively concise

10. Six Key Steps for Case Study
Discussion
1.
2.
3.
4.
5.
6.
Give students ample time to read and think about the case
Introduce the case briefly and provide some guidelines for how to
approach it. Clarify how you want students to think about the case
(e.g., “Approach this case as if you were the presiding judge”)
Create groups and monitor them to make sure everyone is
involved by giving a clear structure
Have groups present their solutions/reasoning: If groups know
they are responsible for producing something (a decision,
rationale, analysis) to present to the class, they will approach the
discussion with greater focus and seriousness.
Ask questions for clarification and to move discussion to another
level. As the discussion unfolds, ask questions that call for
students to examine their own assumptions, substantiate their
claims, provide illustrations, etc.
Synthesize issues raised. Be sure to bring the various strands of
the discussion back together at the end, so that students see what
they have learned and take those lessons with them.

11. References
• Barkley, E. F, Cross, K. P. & Major, C. H.
(2005) Collaborative Learning Techniques:
A Handbook for College Faculty. SanFrancisco: Jossey-Bass.
• Christensen, C. R. (1981) Teaching By the
Case Method. Boston: Harvard Business
School.
• Davis, B. G. (1993) Tools for Teaching.
San Francisco: Jossey-Bass.