Case Methodology: Addressing The Questions Of How And Why

The purpose of this paper is to give the reader a better understanding of case methodology used in teaching as opposed to case methodology used in research. Both address the same fundamental issues by asking “how” or “why” questions about a contemporary set of events over which the investigator has little or no control. The case method of research rigorously attempts to answer these questions whereas the case method of teaching attempts to stimulate the students by asking these questions and encouraging the students to ask “how” and “why” questions of their own. By addressing these questions in the case methodology of instruction, education receives two significant benefits. First, students are tasked with applying and honing their critical thinking skills, e.g. defining issues, using sound reasoning, and making decisions. Second, instructors maintain that all important tie with industry through the development and use of cases in the classroom. This paper gives a brief description of the evolution of engineering education that emphasizes the need for new teaching methods addressing the needs of educators, students, and industry. This paper will also enlighten the reader on case teaching by presenting a historical account of how case methods of teaching were initially developed and where they are commonly used today. Next, a description is given of what the case method of teaching is and, just as important, what it is not. Finally, the importance of case methodology in engineering research and its potential impact on case methodology in engineering education are discussed.