LEARNING THROUGH CASE ANALYSIS: A BREADTH REVIEW OF THE LITERATURE
This research provides a breadth review of the literature relevant to the case study approach to learning. The findings of this literature review are presented in discussions related to (1) defining the case analysis approach to learning, (2) forms of case studies, (3) learning through case analysis, (4) advantages and disadvantages associated with learning through case analysis, and (5) preparing case studies.
The case analysis approach to learning confronts people in training with concrete situations that are characterized by temporal and developmental dimensions wherein a complex set of behavioral determinants are relevant (Bennis, 1979, p. 634). Within the case analysis approach, the learner is asked to diagnose and analyze situations to determine why events occurred as described and why the people involved in the situation behaved as they did. The typical case analysis concludes with a prescriptive action recommended by the learner (Merriam, 1992, p. 76).
Case study learning is based "on the premise that a case can be located that is typical of many other cases, that is, the case is viewed as an example of a class of events or a group of individuals" (Borg and Gall, 1991, p. 488). From this premise, the assumption is that "in depth observations of the single case can provide insights into the class of events from which the case has been drawn" (Borg and Gall, 1991, p. 488).
A case study, therefore, is a "real life situation that is intended to instruct through the use of associated situational material" (Dittenhofer, 1992, pp. 17 24). Learning through case analysis relies primarily on precedence as opposed to theory (Churbuck, 1992, pp. 130 131). The presumption being that "hands on experience and decision making" is the most effective form of learning (Churbuck, 1992, p. 130).
One form of case study is the historical study of an organization ...