Using case studies to boost student participation and performance

Engaging students with course materials is a challenging aspect of teaching in higher education. This problem is particularly prevalent in graduate-level classes, where students from different generations, educational backgrounds, work experiences, nationalities, and cultures all must learn the same content.

The use of case studies can encourage active student participation and engagement in class. This approach allows students to interact with the course materials, broaden their understanding, and enhance their critical-thinking abilities. Moreover, it inspires students to learn from each other, share their viewpoints and reflections, and gain a diverse perspective.

Making the case (studies) for better engagement

My 2022–2023 master’s class included 126 students from more than 15 countries across four continents. The students were from different generations and had diverse educational backgrounds, ranging from those with strong accounting and finance backgrounds to those with limited experience. Additionally, the class consisted of recent graduates as well as those who had been working for a substantial amount of time since graduating.

With such a diverse class, the difficulty in capturing individuals’ attention became evident in the first few lectures. Engagement was poor. For example, when I posed a series of questions, only a few individuals responded. I became concerned and spoke with several students to better understand their background, the reasons they were studying for a master’s degree in accounting and finance, and what they expected from the MSc Accounting and Finance course and my module.

After these discussions, I concluded that the students wanted to be more involved with the course materials and to feel part of the class. I realized I needed to create a supportive and positive learning environment to foster student engagement through class participation.

Encouraging participation with case studies

To encourage class participation, I introduced case studies in subsequent lectures and as part of the final coursework. Harvard Business School introduced case-study teaching and learning methods over 100 years ago, and they have since been widely adopted in various disciplines. This method’s positive effects have been documented in literature, including the development of critical analysis and improvement of decision-making skills. Furthermore, the method has the advantage of having no right or wrong answer in most cases.

In each lecture, I presented a case study and gave students 15 to 20 minutes to read and analyze the case in groups. Shifting to this approach produced significantly improved student participation. All generations engaged with the case studies, and different views were presented for the same scenario. For instance, the younger generation (Generation Z) often turned to Google to explain their ideas’ relevance, while Millennials (Generation Y) tended to draw from their work experience when adding to the discussions. Additionally, students from nonaccounting backgrounds brought their experiences and ideas to the case. Seeing different perspectives being shared in class was always encouraging.

Improving engagement and performance

While case studies were a key part of the class, the module also featured a textbook with supplementary reading, as well as CIMA mini case studies and business games.

At the end of the module, students were asked to complete an individual module evaluation questionnaire. Following are some student comments about their experience:

The lecturer gives everyone the opportunity to share experiences, and it makes the class interesting and interactive.

The module leader exposes me to group presentations and helped me develop my presentation skills.

In this module [I] have had the opportunity to engage with other students on several occasions during group presentations.

The cohorts’ outstanding performance in the final assessment reflected the positive experience shown in these comments. The assessment consisted of six questions drawn from all areas of the syllabus, with question six being a case study. In terms of total marks per question, the case study question had the highest total, at 30%. The students submitted their work via Canvas and Turnitin, and the grading was done on Canvas. There was no peer review grading.

On their first exam attempt, 98% of the students passed, with the average grade being 69 (out of 100). The previous year’s pass rate was 85%, with an average grade of 64.

Using case studies in teaching and assessment can positively affect students’ participation and performance. This approach is particularly suitable for situations where there are large numbers of students with diverse backgrounds, ages, levels of experience, and cultural differences. By presenting a case scenario, students are better able to grasp and relate to the material. This method of teaching and assessment promotes inclusivity in learning and evaluation, which is a top priority for higher education institutions. Incorporating case studies into teaching and assessment can be an effective way to enhance student engagement and understanding of the material.

— Hadiza Sa’id, Ph.D., is a lecturer in accounting and finance at Hull University Business School, University of Hull, UK. To comment on this article or to suggest an idea for another article, contact Jeff Drew at Jeff.Drew@aicpa-cima.com.