case study logic questions

The Ultimate Guide to Qualitative Research - Part 1: The Basics

• Introduction and overview
• What is qualitative research?
• What is qualitative data?
• Examples of qualitative data
• Qualitative vs. quantitative research
• Mixed methods
• Qualitative research preparation
• Theoretical perspective
• Theoretical framework
• Literature reviews

Research question

• Conceptual framework
• Conceptual vs. theoretical framework

Data collection

• Qualitative research methods
• Focus groups
• Observational research

What is a case study?

Applications for case study research, what is a good case study, process of case study design, benefits and limitations of case studies.

• Ethnographical research
• Ethical considerations
• Confidentiality and privacy
• Power dynamics
• Reflexivity

Case studies

Case studies are essential to qualitative research , offering a lens through which researchers can investigate complex phenomena within their real-life contexts. This chapter explores the concept, purpose, applications, examples, and types of case studies and provides guidance on how to conduct case study research effectively.

Whereas quantitative methods look at phenomena at scale, case study research looks at a concept or phenomenon in considerable detail. While analyzing a single case can help understand one perspective regarding the object of research inquiry, analyzing multiple cases can help obtain a more holistic sense of the topic or issue. Let's provide a basic definition of a case study, then explore its characteristics and role in the qualitative research process.

Definition of a case study

A case study in qualitative research is a strategy of inquiry that involves an in-depth investigation of a phenomenon within its real-world context. It provides researchers with the opportunity to acquire an in-depth understanding of intricate details that might not be as apparent or accessible through other methods of research. The specific case or cases being studied can be a single person, group, or organization – demarcating what constitutes a relevant case worth studying depends on the researcher and their research question .

Among qualitative research methods , a case study relies on multiple sources of evidence, such as documents, artifacts, interviews , or observations , to present a complete and nuanced understanding of the phenomenon under investigation. The objective is to illuminate the readers' understanding of the phenomenon beyond its abstract statistical or theoretical explanations.

Characteristics of case studies

Case studies typically possess a number of distinct characteristics that set them apart from other research methods. These characteristics include a focus on holistic description and explanation, flexibility in the design and data collection methods, reliance on multiple sources of evidence, and emphasis on the context in which the phenomenon occurs.

Furthermore, case studies can often involve a longitudinal examination of the case, meaning they study the case over a period of time. These characteristics allow case studies to yield comprehensive, in-depth, and richly contextualized insights about the phenomenon of interest.

The role of case studies in research

Case studies hold a unique position in the broader landscape of research methods aimed at theory development. They are instrumental when the primary research interest is to gain an intensive, detailed understanding of a phenomenon in its real-life context.

In addition, case studies can serve different purposes within research - they can be used for exploratory, descriptive, or explanatory purposes, depending on the research question and objectives. This flexibility and depth make case studies a valuable tool in the toolkit of qualitative researchers.

Remember, a well-conducted case study can offer a rich, insightful contribution to both academic and practical knowledge through theory development or theory verification, thus enhancing our understanding of complex phenomena in their real-world contexts.

What is the purpose of a case study?

Case study research aims for a more comprehensive understanding of phenomena, requiring various research methods to gather information for qualitative analysis . Ultimately, a case study can allow the researcher to gain insight into a particular object of inquiry and develop a theoretical framework relevant to the research inquiry.

Why use case studies in qualitative research?

Using case studies as a research strategy depends mainly on the nature of the research question and the researcher's access to the data.

Conducting case study research provides a level of detail and contextual richness that other research methods might not offer. They are beneficial when there's a need to understand complex social phenomena within their natural contexts.

The explanatory, exploratory, and descriptive roles of case studies

Case studies can take on various roles depending on the research objectives. They can be exploratory when the research aims to discover new phenomena or define new research questions; they are descriptive when the objective is to depict a phenomenon within its context in a detailed manner; and they can be explanatory if the goal is to understand specific relationships within the studied context. Thus, the versatility of case studies allows researchers to approach their topic from different angles, offering multiple ways to uncover and interpret the data .

The impact of case studies on knowledge development

Case studies play a significant role in knowledge development across various disciplines. Analysis of cases provides an avenue for researchers to explore phenomena within their context based on the collected data.

This can result in the production of rich, practical insights that can be instrumental in both theory-building and practice. Case studies allow researchers to delve into the intricacies and complexities of real-life situations, uncovering insights that might otherwise remain hidden.

Types of case studies

In qualitative research , a case study is not a one-size-fits-all approach. Depending on the nature of the research question and the specific objectives of the study, researchers might choose to use different types of case studies. These types differ in their focus, methodology, and the level of detail they provide about the phenomenon under investigation.

Understanding these types is crucial for selecting the most appropriate approach for your research project and effectively achieving your research goals. Let's briefly look at the main types of case studies.

Exploratory case studies

Exploratory case studies are typically conducted to develop a theory or framework around an understudied phenomenon. They can also serve as a precursor to a larger-scale research project. Exploratory case studies are useful when a researcher wants to identify the key issues or questions which can spur more extensive study or be used to develop propositions for further research. These case studies are characterized by flexibility, allowing researchers to explore various aspects of a phenomenon as they emerge, which can also form the foundation for subsequent studies.

Descriptive case studies

Descriptive case studies aim to provide a complete and accurate representation of a phenomenon or event within its context. These case studies are often based on an established theoretical framework, which guides how data is collected and analyzed. The researcher is concerned with describing the phenomenon in detail, as it occurs naturally, without trying to influence or manipulate it.

Explanatory case studies

Explanatory case studies are focused on explanation - they seek to clarify how or why certain phenomena occur. Often used in complex, real-life situations, they can be particularly valuable in clarifying causal relationships among concepts and understanding the interplay between different factors within a specific context.

Intrinsic, instrumental, and collective case studies

These three categories of case studies focus on the nature and purpose of the study. An intrinsic case study is conducted when a researcher has an inherent interest in the case itself. Instrumental case studies are employed when the case is used to provide insight into a particular issue or phenomenon. A collective case study, on the other hand, involves studying multiple cases simultaneously to investigate some general phenomena.

Each type of case study serves a different purpose and has its own strengths and challenges. The selection of the type should be guided by the research question and objectives, as well as the context and constraints of the research.

The flexibility, depth, and contextual richness offered by case studies make this approach an excellent research method for various fields of study. They enable researchers to investigate real-world phenomena within their specific contexts, capturing nuances that other research methods might miss. Across numerous fields, case studies provide valuable insights into complex issues.

Critical information systems research

Case studies provide a detailed understanding of the role and impact of information systems in different contexts. They offer a platform to explore how information systems are designed, implemented, and used and how they interact with various social, economic, and political factors. Case studies in this field often focus on examining the intricate relationship between technology, organizational processes, and user behavior, helping to uncover insights that can inform better system design and implementation.

Health research

Health research is another field where case studies are highly valuable. They offer a way to explore patient experiences, healthcare delivery processes, and the impact of various interventions in a real-world context.

Case studies can provide a deep understanding of a patient's journey, giving insights into the intricacies of disease progression, treatment effects, and the psychosocial aspects of health and illness.

Asthma research studies

Specifically within medical research, studies on asthma often employ case studies to explore the individual and environmental factors that influence asthma development, management, and outcomes. A case study can provide rich, detailed data about individual patients' experiences, from the triggers and symptoms they experience to the effectiveness of various management strategies. This can be crucial for developing patient-centered asthma care approaches.

Other fields

Apart from the fields mentioned, case studies are also extensively used in business and management research, education research, and political sciences, among many others. They provide an opportunity to delve into the intricacies of real-world situations, allowing for a comprehensive understanding of various phenomena.

Case studies, with their depth and contextual focus, offer unique insights across these varied fields. They allow researchers to illuminate the complexities of real-life situations, contributing to both theory and practice.

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Understanding the key elements of case study design is crucial for conducting rigorous and impactful case study research. A well-structured design guides the researcher through the process, ensuring that the study is methodologically sound and its findings are reliable and valid. The main elements of case study design include the research question , propositions, units of analysis, and the logic linking the data to the propositions.

The research question is the foundation of any research study. A good research question guides the direction of the study and informs the selection of the case, the methods of collecting data, and the analysis techniques. A well-formulated research question in case study research is typically clear, focused, and complex enough to merit further detailed examination of the relevant case(s).

Propositions

Propositions, though not necessary in every case study, provide a direction by stating what we might expect to find in the data collected. They guide how data is collected and analyzed by helping researchers focus on specific aspects of the case. They are particularly important in explanatory case studies, which seek to understand the relationships among concepts within the studied phenomenon.

Units of analysis

The unit of analysis refers to the case, or the main entity or entities that are being analyzed in the study. In case study research, the unit of analysis can be an individual, a group, an organization, a decision, an event, or even a time period. It's crucial to clearly define the unit of analysis, as it shapes the qualitative data analysis process by allowing the researcher to analyze a particular case and synthesize analysis across multiple case studies to draw conclusions.

Argumentation

This refers to the inferential model that allows researchers to draw conclusions from the data. The researcher needs to ensure that there is a clear link between the data, the propositions (if any), and the conclusions drawn. This argumentation is what enables the researcher to make valid and credible inferences about the phenomenon under study.

Understanding and carefully considering these elements in the design phase of a case study can significantly enhance the quality of the research. It can help ensure that the study is methodologically sound and its findings contribute meaningful insights about the case.

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Conducting a case study involves several steps, from defining the research question and selecting the case to collecting and analyzing data . This section outlines these key stages, providing a practical guide on how to conduct case study research.

Defining the research question

The first step in case study research is defining a clear, focused research question. This question should guide the entire research process, from case selection to analysis. It's crucial to ensure that the research question is suitable for a case study approach. Typically, such questions are exploratory or descriptive in nature and focus on understanding a phenomenon within its real-life context.

Selecting and defining the case

The selection of the case should be based on the research question and the objectives of the study. It involves choosing a unique example or a set of examples that provide rich, in-depth data about the phenomenon under investigation. After selecting the case, it's crucial to define it clearly, setting the boundaries of the case, including the time period and the specific context.

Previous research can help guide the case study design. When considering a case study, an example of a case could be taken from previous case study research and used to define cases in a new research inquiry. Considering recently published examples can help understand how to select and define cases effectively.

Developing a detailed case study protocol

A case study protocol outlines the procedures and general rules to be followed during the case study. This includes the data collection methods to be used, the sources of data, and the procedures for analysis. Having a detailed case study protocol ensures consistency and reliability in the study.

The protocol should also consider how to work with the people involved in the research context to grant the research team access to collecting data. As mentioned in previous sections of this guide, establishing rapport is an essential component of qualitative research as it shapes the overall potential for collecting and analyzing data.

Collecting data

Gathering data in case study research often involves multiple sources of evidence, including documents, archival records, interviews, observations, and physical artifacts. This allows for a comprehensive understanding of the case. The process for gathering data should be systematic and carefully documented to ensure the reliability and validity of the study.

Analyzing and interpreting data

The next step is analyzing the data. This involves organizing the data , categorizing it into themes or patterns , and interpreting these patterns to answer the research question. The analysis might also involve comparing the findings with prior research or theoretical propositions.

Writing the case study report

The final step is writing the case study report . This should provide a detailed description of the case, the data, the analysis process, and the findings. The report should be clear, organized, and carefully written to ensure that the reader can understand the case and the conclusions drawn from it.

Each of these steps is crucial in ensuring that the case study research is rigorous, reliable, and provides valuable insights about the case.

The type, depth, and quality of data in your study can significantly influence the validity and utility of the study. In case study research, data is usually collected from multiple sources to provide a comprehensive and nuanced understanding of the case. This section will outline the various methods of collecting data used in case study research and discuss considerations for ensuring the quality of the data.

Interviews are a common method of gathering data in case study research. They can provide rich, in-depth data about the perspectives, experiences, and interpretations of the individuals involved in the case. Interviews can be structured , semi-structured , or unstructured , depending on the research question and the degree of flexibility needed.

Observations

Observations involve the researcher observing the case in its natural setting, providing first-hand information about the case and its context. Observations can provide data that might not be revealed in interviews or documents, such as non-verbal cues or contextual information.

Documents and artifacts

Documents and archival records provide a valuable source of data in case study research. They can include reports, letters, memos, meeting minutes, email correspondence, and various public and private documents related to the case.

These records can provide historical context, corroborate evidence from other sources, and offer insights into the case that might not be apparent from interviews or observations.

Physical artifacts refer to any physical evidence related to the case, such as tools, products, or physical environments. These artifacts can provide tangible insights into the case, complementing the data gathered from other sources.

Ensuring the quality of data collection

Determining the quality of data in case study research requires careful planning and execution. It's crucial to ensure that the data is reliable, accurate, and relevant to the research question. This involves selecting appropriate methods of collecting data, properly training interviewers or observers, and systematically recording and storing the data. It also includes considering ethical issues related to collecting and handling data, such as obtaining informed consent and ensuring the privacy and confidentiality of the participants.

Data analysis

Analyzing case study research involves making sense of the rich, detailed data to answer the research question. This process can be challenging due to the volume and complexity of case study data. However, a systematic and rigorous approach to analysis can ensure that the findings are credible and meaningful. This section outlines the main steps and considerations in analyzing data in case study research.

Organizing the data

The first step in the analysis is organizing the data. This involves sorting the data into manageable sections, often according to the data source or the theme. This step can also involve transcribing interviews, digitizing physical artifacts, or organizing observational data.

Categorizing and coding the data

Once the data is organized, the next step is to categorize or code the data. This involves identifying common themes, patterns, or concepts in the data and assigning codes to relevant data segments. Coding can be done manually or with the help of software tools, and in either case, qualitative analysis software can greatly facilitate the entire coding process. Coding helps to reduce the data to a set of themes or categories that can be more easily analyzed.

Identifying patterns and themes

After coding the data, the researcher looks for patterns or themes in the coded data. This involves comparing and contrasting the codes and looking for relationships or patterns among them. The identified patterns and themes should help answer the research question.

Interpreting the data

Once patterns and themes have been identified, the next step is to interpret these findings. This involves explaining what the patterns or themes mean in the context of the research question and the case. This interpretation should be grounded in the data, but it can also involve drawing on theoretical concepts or prior research.

Verification of the data

The last step in the analysis is verification. This involves checking the accuracy and consistency of the analysis process and confirming that the findings are supported by the data. This can involve re-checking the original data, checking the consistency of codes, or seeking feedback from research participants or peers.

Like any research method , case study research has its strengths and limitations. Researchers must be aware of these, as they can influence the design, conduct, and interpretation of the study.

Understanding the strengths and limitations of case study research can also guide researchers in deciding whether this approach is suitable for their research question . This section outlines some of the key strengths and limitations of case study research.

Benefits include the following:

• Rich, detailed data: One of the main strengths of case study research is that it can generate rich, detailed data about the case. This can provide a deep understanding of the case and its context, which can be valuable in exploring complex phenomena.
• Flexibility: Case study research is flexible in terms of design , data collection , and analysis . A sufficient degree of flexibility allows the researcher to adapt the study according to the case and the emerging findings.
• Real-world context: Case study research involves studying the case in its real-world context, which can provide valuable insights into the interplay between the case and its context.
• Multiple sources of evidence: Case study research often involves collecting data from multiple sources , which can enhance the robustness and validity of the findings.

On the other hand, researchers should consider the following limitations:

• Generalizability: A common criticism of case study research is that its findings might not be generalizable to other cases due to the specificity and uniqueness of each case.
• Time and resource intensive: Case study research can be time and resource intensive due to the depth of the investigation and the amount of collected data.
• Complexity of analysis: The rich, detailed data generated in case study research can make analyzing the data challenging.
• Subjectivity: Given the nature of case study research, there may be a higher degree of subjectivity in interpreting the data , so researchers need to reflect on this and transparently convey to audiences how the research was conducted.

Being aware of these strengths and limitations can help researchers design and conduct case study research effectively and interpret and report the findings appropriately.

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Designing and Conducting Case Studies

This guide examines case studies, a form of qualitative descriptive research that is used to look at individuals, a small group of participants, or a group as a whole. Researchers collect data about participants using participant and direct observations, interviews, protocols, tests, examinations of records, and collections of writing samples. Starting with a definition of the case study, the guide moves to a brief history of this research method. Using several well documented case studies, the guide then looks at applications and methods including data collection and analysis. A discussion of ways to handle validity, reliability, and generalizability follows, with special attention to case studies as they are applied to composition studies. Finally, this guide examines the strengths and weaknesses of case studies.

Definition and Overview

Case study refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves. A form of qualitative descriptive research, the case study looks intensely at an individual or small participant pool, drawing conclusions only about that participant or group and only in that specific context. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationships; instead, emphasis is placed on exploration and description.

Case studies typically examine the interplay of all variables in order to provide as complete an understanding of an event or situation as possible. This type of comprehensive understanding is arrived at through a process known as thick description, which involves an in-depth description of the entity being evaluated, the circumstances under which it is used, the characteristics of the people involved in it, and the nature of the community in which it is located. Thick description also involves interpreting the meaning of demographic and descriptive data such as cultural norms and mores, community values, ingrained attitudes, and motives.

Unlike quantitative methods of research, like the survey, which focus on the questions of who, what, where, how much, and how many, and archival analysis, which often situates the participant in some form of historical context, case studies are the preferred strategy when how or why questions are asked. Likewise, they are the preferred method when the researcher has little control over the events, and when there is a contemporary focus within a real life context. In addition, unlike more specifically directed experiments, case studies require a problem that seeks a holistic understanding of the event or situation in question using inductive logic--reasoning from specific to more general terms.

In scholarly circles, case studies are frequently discussed within the context of qualitative research and naturalistic inquiry. Case studies are often referred to interchangeably with ethnography, field study, and participant observation. The underlying philosophical assumptions in the case are similar to these types of qualitative research because each takes place in a natural setting (such as a classroom, neighborhood, or private home), and strives for a more holistic interpretation of the event or situation under study.

Unlike more statistically-based studies which search for quantifiable data, the goal of a case study is to offer new variables and questions for further research. F.H. Giddings, a sociologist in the early part of the century, compares statistical methods to the case study on the basis that the former are concerned with the distribution of a particular trait, or a small number of traits, in a population, whereas the case study is concerned with the whole variety of traits to be found in a particular instance" (Hammersley 95).

Case studies are not a new form of research; naturalistic inquiry was the primary research tool until the development of the scientific method. The fields of sociology and anthropology are credited with the primary shaping of the concept as we know it today. However, case study research has drawn from a number of other areas as well: the clinical methods of doctors; the casework technique being developed by social workers; the methods of historians and anthropologists, plus the qualitative descriptions provided by quantitative researchers like LePlay; and, in the case of Robert Park, the techniques of newspaper reporters and novelists.

Park was an ex-newspaper reporter and editor who became very influential in developing sociological case studies at the University of Chicago in the 1920s. As a newspaper professional he coined the term "scientific" or "depth" reporting: the description of local events in a way that pointed to major social trends. Park viewed the sociologist as "merely a more accurate, responsible, and scientific reporter." Park stressed the variety and value of human experience. He believed that sociology sought to arrive at natural, but fluid, laws and generalizations in regard to human nature and society. These laws weren't static laws of the kind sought by many positivists and natural law theorists, but rather, they were laws of becoming--with a constant possibility of change. Park encouraged students to get out of the library, to quit looking at papers and books, and to view the constant experiment of human experience. He writes, "Go and sit in the lounges of the luxury hotels and on the doorsteps of the flophouses; sit on the Gold Coast settees and on the slum shakedowns; sit in the Orchestra Hall and in the Star and Garter Burlesque. In short, gentlemen [sic], go get the seats of your pants dirty in real research."

But over the years, case studies have drawn their share of criticism. In fact, the method had its detractors from the start. In the 1920s, the debate between pro-qualitative and pro-quantitative became quite heated. Case studies, when compared to statistics, were considered by many to be unscientific. From the 1930's on, the rise of positivism had a growing influence on quantitative methods in sociology. People wanted static, generalizable laws in science. The sociological positivists were looking for stable laws of social phenomena. They criticized case study research because it failed to provide evidence of inter subjective agreement. Also, they condemned it because of the few number of cases studied and that the under-standardized character of their descriptions made generalization impossible. By the 1950s, quantitative methods, in the form of survey research, had become the dominant sociological approach and case study had become a minority practice.

Educational Applications

The 1950's marked the dawning of a new era in case study research, namely that of the utilization of the case study as a teaching method. "Instituted at Harvard Business School in the 1950s as a primary method of teaching, cases have since been used in classrooms and lecture halls alike, either as part of a course of study or as the main focus of the course to which other teaching material is added" (Armisted 1984). The basic purpose of instituting the case method as a teaching strategy was "to transfer much of the responsibility for learning from the teacher on to the student, whose role, as a result, shifts away from passive absorption toward active construction" (Boehrer 1990). Through careful examination and discussion of various cases, "students learn to identify actual problems, to recognize key players and their agendas, and to become aware of those aspects of the situation that contribute to the problem" (Merseth 1991). In addition, students are encouraged to "generate their own analysis of the problems under consideration, to develop their own solutions, and to practically apply their own knowledge of theory to these problems" (Boyce 1993). Along the way, students also develop "the power to analyze and to master a tangled circumstance by identifying and delineating important factors; the ability to utilize ideas, to test them against facts, and to throw them into fresh combinations" (Merseth 1991).

In addition to the practical application and testing of scholarly knowledge, case discussions can also help students prepare for real-world problems, situations and crises by providing an approximation of various professional environments (i.e. classroom, board room, courtroom, or hospital). Thus, through the examination of specific cases, students are given the opportunity to work out their own professional issues through the trials, tribulations, experiences, and research findings of others. An obvious advantage to this mode of instruction is that it allows students the exposure to settings and contexts that they might not otherwise experience. For example, a student interested in studying the effects of poverty on minority secondary student's grade point averages and S.A.T. scores could access and analyze information from schools as geographically diverse as Los Angeles, New York City, Miami, and New Mexico without ever having to leave the classroom.

The case study method also incorporates the idea that students can learn from one another "by engaging with each other and with each other's ideas, by asserting something and then having it questioned, challenged and thrown back at them so that they can reflect on what they hear, and then refine what they say" (Boehrer 1990). In summary, students can direct their own learning by formulating questions and taking responsibility for the study.

Types and Design Concerns

Researchers use multiple methods and approaches to conduct case studies.

Types of Case Studies

Under the more generalized category of case study exist several subdivisions, each of which is custom selected for use depending upon the goals and/or objectives of the investigator. These types of case study include the following:

Illustrative Case Studies These are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like. Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.

Exploratory (or pilot) Case Studies These are condensed case studies performed before implementing a large scale investigation. Their basic function is to help identify questions and select types of measurement prior to the main investigation. The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.

Cumulative Case Studies These serve to aggregate information from several sites collected at different times. The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.

Critical Instance Case Studies These examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalizability, or to call into question or challenge a highly generalized or universal assertion. This method is useful for answering cause and effect questions.

Identifying a Theoretical Perspective

Much of the case study's design is inherently determined for researchers, depending on the field from which they are working. In composition studies, researchers are typically working from a qualitative, descriptive standpoint. In contrast, physicists will approach their research from a more quantitative perspective. Still, in designing the study, researchers need to make explicit the questions to be explored and the theoretical perspective from which they will approach the case. The three most commonly adopted theories are listed below:

Individual Theories These focus primarily on the individual development, cognitive behavior, personality, learning and disability, and interpersonal interactions of a particular subject.

Organizational Theories These focus on bureaucracies, institutions, organizational structure and functions, or excellence in organizational performance.

Social Theories These focus on urban development, group behavior, cultural institutions, or marketplace functions.

Two examples of case studies are used consistently throughout this chapter. The first, a study produced by Berkenkotter, Huckin, and Ackerman (1988), looks at a first year graduate student's initiation into an academic writing program. The study uses participant-observer and linguistic data collecting techniques to assess the student's knowledge of appropriate discourse conventions. Using the pseudonym Nate to refer to the subject, the study sought to illuminate the particular experience rather than to generalize about the experience of fledgling academic writers collectively.

For example, in Berkenkotter, Huckin, and Ackerman's (1988) study we are told that the researchers are interested in disciplinary communities. In the first paragraph, they ask what constitutes membership in a disciplinary community and how achieving membership might affect a writer's understanding and production of texts. In the third paragraph they state that researchers must negotiate their claims "within the context of his sub specialty's accepted knowledge and methodology." In the next paragraph they ask, "How is literacy acquired? What is the process through which novices gain community membership? And what factors either aid or hinder students learning the requisite linguistic behaviors?" This introductory section ends with a paragraph in which the study's authors claim that during the course of the study, the subject, Nate, successfully makes the transition from "skilled novice" to become an initiated member of the academic discourse community and that his texts exhibit linguistic changes which indicate this transition. In the next section the authors make explicit the sociolinguistic theoretical and methodological assumptions on which the study is based (1988). Thus the reader has a good understanding of the authors' theoretical background and purpose in conducting the study even before it is explicitly stated on the fourth page of the study. "Our purpose was to examine the effects of the educational context on one graduate student's production of texts as he wrote in different courses and for different faculty members over the academic year 1984-85." The goal of the study then, was to explore the idea that writers must be initiated into a writing community, and that this initiation will change the way one writes.

The second example is Janet Emig's (1971) study of the composing process of a group of twelfth graders. In this study, Emig seeks to answer the question of what happens to the self as a result educational stimuli in terms of academic writing. The case study used methods such as protocol analysis, tape-recorded interviews, and discourse analysis.

In the case of Janet Emig's (1971) study of the composing process of eight twelfth graders, four specific hypotheses were made:

• Twelfth grade writers engage in two modes of composing: reflexive and extensive.
• These differences can be ascertained and characterized through having the writers compose aloud their composition process.
• A set of implied stylistic principles governs the writing process.
• For twelfth grade writers, extensive writing occurs chiefly as a school-sponsored activity, or reflexive, as a self-sponsored activity.

In this study, the chief distinction is between the two dominant modes of composing among older, secondary school students. The distinctions are:

• The reflexive mode, which focuses on the writer's thoughts and feelings.
• The extensive mode, which focuses on conveying a message.

Emig also outlines the specific questions which guided the research in the opening pages of her Review of Literature , preceding the report.

Designing a Case Study

After considering the different sub categories of case study and identifying a theoretical perspective, researchers can begin to design their study. Research design is the string of logic that ultimately links the data to be collected and the conclusions to be drawn to the initial questions of the study. Typically, research designs deal with at least four problems:

• What questions to study
• What data are relevant
• What data to collect
• How to analyze that data

In other words, a research design is basically a blueprint for getting from the beginning to the end of a study. The beginning is an initial set of questions to be answered, and the end is some set of conclusions about those questions.

Because case studies are conducted on topics as diverse as Anglo-Saxon Literature (Thrane 1986) and AIDS prevention (Van Vugt 1994), it is virtually impossible to outline any strict or universal method or design for conducting the case study. However, Robert K. Yin (1993) does offer five basic components of a research design:

• A study's questions.
• A study's propositions (if any).
• A study's units of analysis.
• The logic that links the data to the propositions.
• The criteria for interpreting the findings.

In addition to these five basic components, Yin also stresses the importance of clearly articulating one's theoretical perspective, determining the goals of the study, selecting one's subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.

Conducting Case Studies

To obtain as complete a picture of the participant as possible, case study researchers can employ a variety of approaches and methods. These approaches, methods, and related issues are discussed in depth in this section.

Method: Single or Multi-modal?

To obtain as complete a picture of the participant as possible, case study researchers can employ a variety of methods. Some common methods include interviews , protocol analyses, field studies, and participant-observations. Emig (1971) chose to use several methods of data collection. Her sources included conversations with the students, protocol analysis, discrete observations of actual composition, writing samples from each student, and school records (Lauer and Asher 1988).

Berkenkotter, Huckin, and Ackerman (1988) collected data by observing classrooms, conducting faculty and student interviews, collecting self reports from the subject, and by looking at the subject's written work.

A study that was criticized for using a single method model was done by Flower and Hayes (1984). In this study that explores the ways in which writers use different forms of knowing to create space, the authors used only protocol analysis to gather data. The study came under heavy fire because of their decision to use only one method.

Participant Selection

Case studies can use one participant, or a small group of participants. However, it is important that the participant pool remain relatively small. The participants can represent a diverse cross section of society, but this isn't necessary.

For example, the Berkenkotter, Huckin, and Ackerman (1988) study looked at just one participant, Nate. By contrast, in Janet Emig's (1971) study of the composition process of twelfth graders, eight participants were selected representing a diverse cross section of the community, with volunteers from an all-white upper-middle-class suburban school, an all-black inner-city school, a racially mixed lower-middle-class school, an economically and racially mixed school, and a university school.

Often, a brief "case history" is done on the participants of the study in order to provide researchers with a clearer understanding of their participants, as well as some insight as to how their own personal histories might affect the outcome of the study. For instance, in Emig's study, the investigator had access to the school records of five of the participants, and to standardized test scores for the remaining three. Also made available to the researcher was the information that three of the eight students were selected as NCTE Achievement Award winners. These personal histories can be useful in later stages of the study when data are being analyzed and conclusions drawn.

Data Collection

There are six types of data collected in case studies:

• Archival records.
• Interviews.
• Direct observation.
• Participant observation.

In the field of composition research, these six sources might be:

• A writer's drafts.
• School records of student writers.
• Transcripts of interviews with a writer.
• Transcripts of conversations between writers (and protocols).
• Videotapes and notes from direct field observations.
• Hard copies of a writer's work on computer.

Depending on whether researchers have chosen to use a single or multi-modal approach for the case study, they may choose to collect data from one or any combination of these sources.

Protocols, that is, transcriptions of participants talking aloud about what they are doing as they do it, have been particularly common in composition case studies. For example, in Emig's (1971) study, the students were asked, in four different sessions, to give oral autobiographies of their writing experiences and to compose aloud three themes in the presence of a tape recorder and the investigator.

In some studies, only one method of data collection is conducted. For example, the Flower and Hayes (1981) report on the cognitive process theory of writing depends on protocol analysis alone. However, using multiple sources of evidence to increase the reliability and validity of the data can be advantageous.

Case studies are likely to be much more convincing and accurate if they are based on several different sources of information, following a corroborating mode. This conclusion is echoed among many composition researchers. For example, in her study of predrafting processes of high and low-apprehensive writers, Cynthia Selfe (1985) argues that because "methods of indirect observation provide only an incomplete reflection of the complex set of processes involved in composing, a combination of several such methods should be used to gather data in any one study." Thus, in this study, Selfe collected her data from protocols, observations of students role playing their writing processes, audio taped interviews with the students, and videotaped observations of the students in the process of composing.

It can be said then, that cross checking data from multiple sources can help provide a multidimensional profile of composing activities in a particular setting. Sharan Merriam (1985) suggests "checking, verifying, testing, probing, and confirming collected data as you go, arguing that this process will follow in a funnel-like design resulting in less data gathering in later phases of the study along with a congruent increase in analysis checking, verifying, and confirming."

It is important to note that in case studies, as in any qualitative descriptive research, while researchers begin their studies with one or several questions driving the inquiry (which influence the key factors the researcher will be looking for during data collection), a researcher may find new key factors emerging during data collection. These might be unexpected patterns or linguistic features which become evident only during the course of the research. While not bearing directly on the researcher's guiding questions, these variables may become the basis for new questions asked at the end of the report, thus linking to the possibility of further research.

Data Analysis

As the information is collected, researchers strive to make sense of their data. Generally, researchers interpret their data in one of two ways: holistically or through coding. Holistic analysis does not attempt to break the evidence into parts, but rather to draw conclusions based on the text as a whole. Flower and Hayes (1981), for example, make inferences from entire sections of their students' protocols, rather than searching through the transcripts to look for isolatable characteristics.

However, composition researchers commonly interpret their data by coding, that is by systematically searching data to identify and/or categorize specific observable actions or characteristics. These observable actions then become the key variables in the study. Sharan Merriam (1988) suggests seven analytic frameworks for the organization and presentation of data:

• The role of participants.
• The network analysis of formal and informal exchanges among groups.
• Historical.
• Thematical.
• Ritual and symbolism.
• Critical incidents that challenge or reinforce fundamental beliefs, practices, and values.

There are two purposes of these frameworks: to look for patterns among the data and to look for patterns that give meaning to the case study.

As stated above, while most researchers begin their case studies expecting to look for particular observable characteristics, it is not unusual for key variables to emerge during data collection. Typical variables coded in case studies of writers include pauses writers make in the production of a text, the use of specific linguistic units (such as nouns or verbs), and writing processes (planning, drafting, revising, and editing). In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, researchers coded the participant's texts for use of connectives, discourse demonstratives, average sentence length, off-register words, use of the first person pronoun, and the ratio of definite articles to indefinite articles.

Since coding is inherently subjective, more than one coder is usually employed. In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, three rhetoricians were employed to code the participant's texts for off-register phrases. The researchers established the agreement among the coders before concluding that the participant used fewer off-register words as the graduate program progressed.

Composing the Case Study Report

In the many forms it can take, "a case study is generically a story; it presents the concrete narrative detail of actual, or at least realistic events, it has a plot, exposition, characters, and sometimes even dialogue" (Boehrer 1990). Generally, case study reports are extensively descriptive, with "the most problematic issue often referred to as being the determination of the right combination of description and analysis" (1990). Typically, authors address each step of the research process, and attempt to give the reader as much context as possible for the decisions made in the research design and for the conclusions drawn.

This contextualization usually includes a detailed explanation of the researchers' theoretical positions, of how those theories drove the inquiry or led to the guiding research questions, of the participants' backgrounds, of the processes of data collection, of the training and limitations of the coders, along with a strong attempt to make connections between the data and the conclusions evident.

Although the Berkenkotter, Huckin, and Ackerman (1988) study does not, case study reports often include the reactions of the participants to the study or to the researchers' conclusions. Because case studies tend to be exploratory, most end with implications for further study. Here researchers may identify significant variables that emerged during the research and suggest studies related to these, or the authors may suggest further general questions that their case study generated.

For example, Emig's (1971) study concludes with a section dedicated solely to the topic of implications for further research, in which she suggests several means by which this particular study could have been improved, as well as questions and ideas raised by this study which other researchers might like to address, such as: is there a correlation between a certain personality and a certain composing process profile (e.g. is there a positive correlation between ego strength and persistence in revising)?

Also included in Emig's study is a section dedicated to implications for teaching, which outlines the pedagogical ramifications of the study's findings for teachers currently involved in high school writing programs.

Sharan Merriam (1985) also offers several suggestions for alternative presentations of data:

• Prepare specialized condensations for appropriate groups.
• Replace narrative sections with a series of answers to open-ended questions.
• Present "skimmer's" summaries at beginning of each section.
• Incorporate headlines that encapsulate information from text.
• Prepare analytic summaries with supporting data appendixes.
• Present data in colorful and/or unique graphic representations.

Issues of Validity and Reliability

Once key variables have been identified, they can be analyzed. Reliability becomes a key concern at this stage, and many case study researchers go to great lengths to ensure that their interpretations of the data will be both reliable and valid. Because issues of validity and reliability are an important part of any study in the social sciences, it is important to identify some ways of dealing with results.

Multi-modal case study researchers often balance the results of their coding with data from interviews or writer's reflections upon their own work. Consequently, the researchers' conclusions become highly contextualized. For example, in a case study which looked at the time spent in different stages of the writing process, Berkenkotter concluded that her participant, Donald Murray, spent more time planning his essays than in other writing stages. The report of this case study is followed by Murray's reply, wherein he agrees with some of Berkenkotter's conclusions and disagrees with others.

As is the case with other research methodologies, issues of external validity, construct validity, and reliability need to be carefully considered.

Commentary on Case Studies

Researchers often debate the relative merits of particular methods, among them case study. In this section, we comment on two key issues. To read the commentaries, choose any of the items below:

Strengths and Weaknesses of Case Studies

Most case study advocates point out that case studies produce much more detailed information than what is available through a statistical analysis. Advocates will also hold that while statistical methods might be able to deal with situations where behavior is homogeneous and routine, case studies are needed to deal with creativity, innovation, and context. Detractors argue that case studies are difficult to generalize because of inherent subjectivity and because they are based on qualitative subjective data, generalizable only to a particular context.

Flexibility

The case study approach is a comparatively flexible method of scientific research. Because its project designs seem to emphasize exploration rather than prescription or prediction, researchers are comparatively freer to discover and address issues as they arise in their experiments. In addition, the looser format of case studies allows researchers to begin with broad questions and narrow their focus as their experiment progresses rather than attempt to predict every possible outcome before the experiment is conducted.

Emphasis on Context

By seeking to understand as much as possible about a single subject or small group of subjects, case studies specialize in "deep data," or "thick description"--information based on particular contexts that can give research results a more human face. This emphasis can help bridge the gap between abstract research and concrete practice by allowing researchers to compare their firsthand observations with the quantitative results obtained through other methods of research.

Inherent Subjectivity

"The case study has long been stereotyped as the weak sibling among social science methods," and is often criticized as being too subjective and even pseudo-scientific. Likewise, "investigators who do case studies are often regarded as having deviated from their academic disciplines, and their investigations as having insufficient precision (that is, quantification), objectivity and rigor" (Yin 1989). Opponents cite opportunities for subjectivity in the implementation, presentation, and evaluation of case study research. The approach relies on personal interpretation of data and inferences. Results may not be generalizable, are difficult to test for validity, and rarely offer a problem-solving prescription. Simply put, relying on one or a few subjects as a basis for cognitive extrapolations runs the risk of inferring too much from what might be circumstance.

High Investment

Case studies can involve learning more about the subjects being tested than most researchers would care to know--their educational background, emotional background, perceptions of themselves and their surroundings, their likes, dislikes, and so on. Because of its emphasis on "deep data," the case study is out of reach for many large-scale research projects which look at a subject pool in the tens of thousands. A budget request of $10,000 to examine 200 subjects sounds more efficient than a similar request to examine four subjects.

Ethical Considerations

Researchers conducting case studies should consider certain ethical issues. For example, many educational case studies are often financed by people who have, either directly or indirectly, power over both those being studied and those conducting the investigation (1985). This conflict of interests can hinder the credibility of the study.

The personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration as well. Personal biases can creep into how the research is conducted, alternative research methods used, and the preparation of surveys and questionnaires.

A common complaint in case study research is that investigators change direction during the course of the study unaware that their original research design was inadequate for the revised investigation. Thus, the researchers leave unknown gaps and biases in the study. To avoid this, researchers should report preliminary findings so that the likelihood of bias will be reduced.

Concerns about Reliability, Validity, and Generalizability

Merriam (1985) offers several suggestions for how case study researchers might actively combat the popular attacks on the validity, reliability, and generalizability of case studies:

• Prolong the Processes of Data Gathering on Site: This will help to insure the accuracy of the findings by providing the researcher with more concrete information upon which to formulate interpretations.
• Employ the Process of "Triangulation": Use a variety of data sources as opposed to relying solely upon one avenue of observation. One example of such a data check would be what McClintock, Brannon, and Maynard (1985) refer to as a "case cluster method," that is, when a single unit within a larger case is randomly sampled, and that data treated quantitatively." For instance, in Emig's (1971) study, the case cluster method was employed, singling out the productivity of a single student named Lynn. This cluster profile included an advanced case history of the subject, specific examination and analysis of individual compositions and protocols, and extensive interview sessions. The seven remaining students were then compared with the case of Lynn, to ascertain if there are any shared, or unique dimensions to the composing process engaged in by these eight students.
• Conduct Member Checks: Initiate and maintain an active corroboration on the interpretation of data between the researcher and those who provided the data. In other words, talk to your subjects.
• Collect Referential Materials: Complement the file of materials from the actual site with additional document support. For example, Emig (1971) supports her initial propositions with historical accounts by writers such as T.S. Eliot, James Joyce, and D.H. Lawrence. Emig also cites examples of theoretical research done with regards to the creative process, as well as examples of empirical research dealing with the writing of adolescents. Specific attention is then given to the four stages description of the composing process delineated by Helmoltz, Wallas, and Cowley, as it serves as the focal point in this study.
• Engage in Peer Consultation: Prior to composing the final draft of the report, researchers should consult with colleagues in order to establish validity through pooled judgment.

Although little can be done to combat challenges concerning the generalizability of case studies, "most writers suggest that qualitative research should be judged as credible and confirmable as opposed to valid and reliable" (Merriam 1985). Likewise, it has been argued that "rather than transplanting statistical, quantitative notions of generalizability and thus finding qualitative research inadequate, it makes more sense to develop an understanding of generalization that is congruent with the basic characteristics of qualitative inquiry" (1985). After all, criticizing the case study method for being ungeneralizable is comparable to criticizing a washing machine for not being able to tell the correct time. In other words, it is unjust to criticize a method for not being able to do something which it was never originally designed to do in the first place.

Annotated Bibliography

Armisted, C. (1984). How Useful are Case Studies. Training and Development Journal, 38 (2), 75-77.

This article looks at eight types of case studies, offers pros and cons of using case studies in the classroom, and gives suggestions for successfully writing and using case studies.

Bardovi-Harlig, K. (1997). Beyond Methods: Components of Second Language Teacher Education . New York: McGraw-Hill.

A compilation of various research essays which address issues of language teacher education. Essays included are: "Non-native reading research and theory" by Lee, "The case for Psycholinguistics" by VanPatten, and "Assessment and Second Language Teaching" by Gradman and Reed.

Bartlett, L. (1989). A Question of Good Judgment; Interpretation Theory and Qualitative Enquiry Address. 70th Annual Meeting of the American Educational Research Association. San Francisco.

Bartlett selected "quasi-historical" methodology, which focuses on the "truth" found in case records, as one that will provide "good judgments" in educational inquiry. He argues that although the method is not comprehensive, it can try to connect theory with practice.

Baydere, S. et. al. (1993). Multimedia conferencing as a tool for collaborative writing: a case study in Computer Supported Collaborative Writing. New York: Springer-Verlag.

The case study by Baydere et. al. is just one of the many essays in this book found in the series "Computer Supported Cooperative Work." Denley, Witefield and May explore similar issues in their essay, "A case study in task analysis for the design of a collaborative document production system."

Berkenkotter, C., Huckin, T., N., & Ackerman J. (1988). Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program. Research in the Teaching of English, 22, 9-44.

The authors focused on how the writing of their subject, Nate or Ackerman, changed as he became more acquainted or familiar with his field's discourse community.

Berninger, V., W., and Gans, B., M. (1986). Language Profiles in Nonspeaking Individuals of Normal Intelligence with Severe Cerebral Palsy. Augmentative and Alternative Communication, 2, 45-50.

Argues that generalizations about language abilities in patients with severe cerebral palsy (CP) should be avoided. Standardized tests of different levels of processing oral language, of processing written language, and of producing written language were administered to 3 male participants (aged 9, 16, and 40 yrs).

Bockman, J., R., and Couture, B. (1984). The Case Method in Technical Communication: Theory and Models. Texas: Association of Teachers of Technical Writing.

Examines the study and teaching of technical writing, communication of technical information, and the case method in terms of those applications.

Boehrer, J. (1990). Teaching With Cases: Learning to Question. New Directions for Teaching and Learning, 42 41-57.

This article discusses the origins of the case method, looks at the question of what is a case, gives ideas about learning in case teaching, the purposes it can serve in the classroom, the ground rules for the case discussion, including the role of the question, and new directions for case teaching.

Bowman, W. R. (1993). Evaluating JTPA Programs for Economically Disadvantaged Adults: A Case Study of Utah and General Findings . Washington: National Commission for Employment Policy.

"To encourage state-level evaluations of JTPA, the Commission and the State of Utah co-sponsored this report on the effectiveness of JTPA Title II programs for adults in Utah. The technique used is non-experimental and the comparison group was selected from registrants with Utah's Employment Security. In a step-by-step approach, the report documents how non-experimental techniques can be applied and several specific technical issues can be addressed."

Boyce, A. (1993) The Case Study Approach for Pedagogists. Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance. (Address). Washington DC.

This paper addresses how case studies 1) bridge the gap between teaching theory and application, 2) enable students to analyze problems and develop solutions for situations that will be encountered in the real world of teaching, and 3) helps students to evaluate the feasibility of alternatives and to understand the ramifications of a particular course of action.

Carson, J. (1993) The Case Study: Ideal Home of WAC Quantitative and Qualitative Data. Annual Meeting of the Conference on College Composition and Communication. (Address). San Diego.

"Increasingly, one of the most pressing questions for WAC advocates is how to keep [WAC] programs going in the face of numerous difficulties. Case histories offer the best chance for fashioning rhetorical arguments to keep WAC programs going because they offer the opportunity to provide a coherent narrative that contextualizes all documents and data, including what is generally considered scientific data. A case study of the WAC program, . . . at Robert Morris College in Pittsburgh demonstrates the advantages of this research method. Such studies are ideal homes for both naturalistic and positivistic data as well as both quantitative and qualitative information."

---. (1991). A Cognitive Process Theory of Writing. College Composition and Communication. 32. 365-87.

No abstract available.

Cromer, R. (1994) A Case Study of Dissociations Between Language and Cognition. Constraints on Language Acquisition: Studies of Atypical Children . Hillsdale: Lawrence Erlbaum Associates, 141-153.

Crossley, M. (1983) Case Study in Comparative and International Education: An Approach to Bridging the Theory-Practice Gap. Proceedings of the 11th Annual Conference of the Australian Comparative and International Education Society. Hamilton, NZ.

Case study research, as presented here, helps bridge the theory-practice gap in comparative and international research studies of education because it focuses on the practical, day-to-day context rather than on the national arena. The paper asserts that the case study method can be valuable at all levels of research, formation, and verification of theories in education.

Daillak, R., H., and Alkin, M., C. (1982). Qualitative Studies in Context: Reflections on the CSE Studies of Evaluation Use . California: EDRS

The report shows how the Center of the Study of Evaluation (CSE) applied qualitative techniques to a study of evaluation information use in local, Los Angeles schools. It critiques the effectiveness and the limitations of using case study, evaluation, field study, and user interview survey methodologies.

Davey, L. (1991). The Application of Case Study Evaluations. ERIC/TM Digest.

This article examines six types of case studies, the type of evaluation questions that can be answered, the functions served, some design features, and some pitfalls of the method.

Deutch, C. E. (1996). A course in research ethics for graduate students. College Teaching, 44, 2, 56-60.

This article describes a one-credit discussion course in research ethics for graduate students in biology. Case studies are focused on within the four parts of the course: 1) major issues, 2 )practical issues in scholarly work, 3) ownership of research results, and 4) training and personal decisions.

DeVoss, G. (1981). Ethics in Fieldwork Research. RIE 27p. (ERIC)

This article examines four of the ethical problems that can happen when conducting case study research: acquiring permission to do research, knowing when to stop digging, the pitfalls of doing collaborative research, and preserving the integrity of the participants.

Driscoll, A. (1985). Case Study of a Research Intervention: the University of Utah’s Collaborative Approach . San Francisco: Far West Library for Educational Research Development.

Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Denver, CO, March 1985. Offers information of in-service training, specifically case studies application.

Ellram, L. M. (1996). The Use of the Case Study Method in Logistics Research. Journal of Business Logistics, 17, 2, 93.

This article discusses the increased use of case study in business research, and the lack of understanding of when and how to use case study methodology in business.

Emig, J. (1971) The Composing Processes of Twelfth Graders . Urbana: NTCE.

This case study uses observation, tape recordings, writing samples, and school records to show that writing in reflexive and extensive situations caused different lengths of discourse and different clusterings of the components of the writing process.

Feagin, J. R. (1991). A Case For the Case Study . Chapel Hill: The University of North Carolina Press.

This book discusses the nature, characteristics, and basic methodological issues of the case study as a research method.

Feldman, H., Holland, A., & Keefe, K. (1989) Language Abilities after Left Hemisphere Brain Injury: A Case Study of Twins. Topics in Early Childhood Special Education, 9, 32-47.

"Describes the language abilities of 2 twin pairs in which 1 twin (the experimental) suffered brain injury to the left cerebral hemisphere around the time of birth and1 twin (the control) did not. One pair of twins was initially assessed at age 23 mo. and the other at about 30 mo.; they were subsequently evaluated in their homes 3 times at about 6-mo intervals."

Fidel, R. (1984). The Case Study Method: A Case Study. Library and Information Science Research, 6.

The article describes the use of case study methodology to systematically develop a model of online searching behavior in which study design is flexible, subject manner determines data gathering and analyses, and procedures adapt to the study's progressive change.

Flower, L., & Hayes, J. R. (1984). Images, Plans and Prose: The Representation of Meaning in Writing. Written Communication, 1, 120-160.

Explores the ways in which writers actually use different forms of knowing to create prose.

Frey, L. R. (1992). Interpreting Communication Research: A Case Study Approach Englewood Cliffs, N.J.: Prentice Hall.

The book discusses research methodologies in the Communication field. It focuses on how case studies bridge the gap between communication research, theory, and practice.

Gilbert, V. K. (1981). The Case Study as a Research Methodology: Difficulties and Advantages of Integrating the Positivistic, Phenomenological and Grounded Theory Approaches . The Annual Meeting of the Canadian Association for the Study of Educational Administration. (Address) Halifax, NS, Can.

This study on an innovative secondary school in England shows how a "low-profile" participant-observer case study was crucial to the initial observation, the testing of hypotheses, the interpretive approach, and the grounded theory.

Gilgun, J. F. (1994). A Case for Case Studies in Social Work Research. Social Work, 39, 4, 371-381.

This article defines case study research, presents guidelines for evaluation of case studies, and shows the relevance of case studies to social work research. It also looks at issues such as evaluation and interpretations of case studies.

Glennan, S. L., Sharp-Bittner, M. A. & Tullos, D. C. (1991). Augmentative and Alternative Communication Training with a Nonspeaking Adult: Lessons from MH. Augmentative and Alternative Communication, 7, 240-7.

"A response-guided case study documented changes in a nonspeaking 36-yr-old man's ability to communicate using 3 trained augmentative communication modes. . . . Data were collected in videotaped interaction sessions between the nonspeaking adult and a series of adult speaking."

Graves, D. (1981). An Examination of the Writing Processes of Seven Year Old Children. Research in the Teaching of English, 15, 113-134.

Hamel, J. (1993). Case Study Methods . Newbury Park: Sage. .

"In a most economical fashion, Hamel provides a practical guide for producing theoretically sharp and empirically sound sociological case studies. A central idea put forth by Hamel is that case studies must "locate the global in the local" thus making the careful selection of the research site the most critical decision in the analytic process."

Karthigesu, R. (1986, July). Television as a Tool for Nation-Building in the Third World: A Post-Colonial Pattern, Using Malaysia as a Case-Study. International Television Studies Conference. (Address). London, 10-12.

"The extent to which Television Malaysia, as a national mass media organization, has been able to play a role in nation building in the post-colonial period is . . . studied in two parts: how the choice of a model of nation building determines the character of the organization; and how the character of the organization influences the output of the organization."

Kenny, R. (1984). Making the Case for the Case Study. Journal of Curriculum Studies, 16, (1), 37-51.

The article looks at how and why the case study is justified as a viable and valuable approach to educational research and program evaluation.

Knirk, F. (1991). Case Materials: Research and Practice. Performance Improvement Quarterly, 4 (1 ), 73-81.

The article addresses the effectiveness of case studies, subject areas where case studies are commonly used, recent examples of their use, and case study design considerations.

Klos, D. (1976). Students as Case Writers. Teaching of Psychology, 3.2, 63-66.

This article reviews a course in which students gather data for an original case study of another person. The task requires the students to design the study, collect the data, write the narrative, and interpret the findings.

Leftwich, A. (1981). The Politics of Case Study: Problems of Innovation in University Education. Higher Education Review, 13.2, 38-64.

The article discusses the use of case studies as a teaching method. Emphasis is on the instructional materials, interdisciplinarity, and the complex relationships within the university that help or hinder the method.

Mabrito, M. (1991, Oct.). Electronic Mail as a Vehicle for Peer Response: Conversations of High and Low Apprehensive Writers. Written Communication, 509-32.

McCarthy, S., J. (1955). The Influence of Classroom Discourse on Student Texts: The Case of Ella . East Lansing: Institute for Research on Teaching.

A look at how students of color become marginalized within traditional classroom discourse. The essay follows the struggles of one black student: Ella.

Matsuhashi, A., ed. (1987). Writing in Real Time: Modeling Production Processes Norwood, NJ: Ablex Publishing Corporation.

Investigates how writers plan to produce discourse for different purposes to report, to generalize, and to persuade, as well as how writers plan for sentence level units of language. To learn about planning, an observational measure of pause time was used" (ERIC).

Merriam, S. B. (1985). The Case Study in Educational Research: A Review of Selected Literature. Journal of Educational Thought, 19.3, 204-17.

The article examines the characteristics of, philosophical assumptions underlying the case study, the mechanics of conducting a case study, and the concerns about the reliability, validity, and generalizability of the method.

---. (1988). Case Study Research in Education: A Qualitative Approach San Francisco: Jossey Bass.

Merry, S. E., & Milner, N. eds. (1993). The Possibility of Popular Justice: A Case Study of Community Mediation in the United States . Ann Arbor: U of Michigan.

". . . this volume presents a case study of one experiment in popular justice, the San Francisco Community Boards. This program has made an explicit claim to create an alternative justice, or new justice, in the midst of a society ordered by state law. The contributors to this volume explore the history and experience of the program and compare it to other versions of popular justice in the United States, Europe, and the Third World."

Merseth, K. K. (1991). The Case for Cases in Teacher Education. RIE. 42p. (ERIC).

This monograph argues that the case method of instruction offers unique potential for revitalizing the field of teacher education.

Michaels, S. (1987). Text and Context: A New Approach to the Study of Classroom Writing. Discourse Processes, 10, 321-346.

"This paper argues for and illustrates an approach to the study of writing that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The approach is illustrated through a case study of writing in a single sixth grade classroom during a single writing assignment."

Milburn, G. (1995). Deciphering a Code or Unraveling a Riddle: A Case Study in the Application of a Humanistic Metaphor to the Reporting of Social Studies Teaching. Theory and Research in Education, 13.

This citation serves as an example of how case studies document learning procedures in a senior-level economics course.

Milley, J. E. (1979). An Investigation of Case Study as an Approach to Program Evaluation. 19th Annual Forum of the Association for Institutional Research. (Address). San Diego.

The case study method merged a narrative report focusing on the evaluator as participant-observer with document review, interview, content analysis, attitude questionnaire survey, and sociogram analysis. Milley argues that case study program evaluation has great potential for widespread use.

Minnis, J. R. (1985, Sept.). Ethnography, Case Study, Grounded Theory, and Distance Education Research. Distance Education, 6.2.

This article describes and defines the strengths and weaknesses of ethnography, case study, and grounded theory.

Nunan, D. (1992). Collaborative language learning and teaching . New York: Cambridge University Press.

Included in this series of essays is Peter Sturman’s "Team Teaching: a case study from Japan" and David Nunan’s own "Toward a collaborative approach to curriculum development: a case study."

Nystrand, M., ed. (1982). What Writers Know: The Language, Process, and Structure of Written Discourse . New York: Academic Press.

Owenby, P. H. (1992). Making Case Studies Come Alive. Training, 29, (1), 43-46. (ERIC)

This article provides tips for writing more effective case studies.

---. (1981). Pausing and Planning: The Tempo of Writer Discourse Production. Research in the Teaching of English, 15 (2),113-34.

Perl, S. (1979). The Composing Processes of Unskilled College Writers. Research in the Teaching of English, 13, 317-336.

"Summarizes a study of five unskilled college writers, focusing especially on one of the five, and discusses the findings in light of current pedagogical practice and research design."

Pilcher J. and A. Coffey. eds. (1996). Gender and Qualitative Research . Brookfield: Aldershot, Hants, England.

This book provides a series of essays which look at gender identity research, qualitative research and applications of case study to questions of gendered pedagogy.

Pirie, B. S. (1993). The Case of Morty: A Four Year Study. Gifted Education International, 9 (2), 105-109.

This case study describes a boy from kindergarten through third grade with above average intelligence but difficulty in learning to read, write, and spell.

Popkewitz, T. (1993). Changing Patterns of Power: Social Regulation and Teacher Education Reform. Albany: SUNY Press.

Popkewitz edits this series of essays that address case studies on educational change and the training of teachers. The essays vary in terms of discipline and scope. Also, several authors include case studies of educational practices in countries other than the United States.

---. (1984). The Predrafting Processes of Four High- and Four Low Apprehensive Writers. Research in the Teaching of English, 18, (1), 45-64.

Rasmussen, P. (1985, March) A Case Study on the Evaluation of Research at the Technical University of Denmark. International Journal of Institutional Management in Higher Education, 9 (1).

This is an example of a case study methodology used to evaluate the chemistry and chemical engineering departments at the University of Denmark.

Roth, K. J. (1986). Curriculum Materials, Teacher Talk, and Student Learning: Case Studies in Fifth-Grade Science Teaching . East Lansing: Institute for Research on Teaching.

Roth offers case studies on elementary teachers, elementary school teaching, science studies and teaching, and verbal learning.

Selfe, C. L. (1985). An Apprehensive Writer Composes. When a Writer Can't Write: Studies in Writer's Block and Other Composing-Process Problems . (pp. 83-95). Ed. Mike Rose. NMY: Guilford.

Smith-Lewis, M., R. and Ford, A. (1987). A User's Perspective on Augmentative Communication. Augmentative and Alternative Communication, 3, 12-7.

"During a series of in-depth interviews, a 25-yr-old woman with cerebral palsy who utilized augmentative communication reflected on the effectiveness of the devices designed for her during her school career."

St. Pierre, R., G. (1980, April). Follow Through: A Case Study in Metaevaluation Research . 64th Annual Meeting of the American Educational Research Association. (Address).

The three approaches to metaevaluation are evaluation of primary evaluations, integrative meta-analysis with combined primary evaluation results, and re-analysis of the raw data from a primary evaluation.

Stahler, T., M. (1996, Feb.) Early Field Experiences: A Model That Worked. ERIC.

"This case study of a field and theory class examines a model designed to provide meaningful field experiences for preservice teachers while remaining consistent with the instructor's beliefs about the role of teacher education in preparing teachers for the classroom."

Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks: Sage Publications.

This book examines case study research in education and case study methodology.

Stiegelbauer, S. (1984) Community, Context, and Co-curriculum: Situational Factors Influencing School Improvements in a Study of High Schools. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Discussion of several case studies: one looking at high school environments, another examining educational innovations.

Stolovitch, H. (1990). Case Study Method. Performance And Instruction, 29, (9), 35-37.

This article describes the case study method as a form of simulation and presents guidelines for their use in professional training situations.

Thaller, E. (1994). Bibliography for the Case Method: Using Case Studies in Teacher Education. RIE. 37 p.

This bibliography presents approximately 450 citations on the use of case studies in teacher education from 1921-1993.

Thrane, T. (1986). On Delimiting the Senses of Near-Synonyms in Historical Semantics: A Case Study of Adjectives of 'Moral Sufficiency' in the Old English Andreas. Linguistics Across Historical and Geographical Boundaries: In Honor of Jacek Fisiak on the Occasion of his Fiftieth Birthday . Berlin: Mouton de Gruyter.

United Nations. (1975). Food and Agriculture Organization. Report on the FAO/UNFPA Seminar on Methodology, Research and Country: Case Studies on Population, Employment and Productivity . Rome: United Nations.

This example case study shows how the methodology can be used in a demographic and psychographic evaluation. At the same time, it discusses the formation and instigation of the case study methodology itself.

Van Vugt, J. P., ed. (1994). Aids Prevention and Services: Community Based Research . Westport: Bergin and Garvey.

"This volume has been five years in the making. In the process, some of the policy applications called for have met with limited success, such as free needle exchange programs in a limited number of American cities, providing condoms to prison inmates, and advertisements that depict same-sex couples. Rather than dating our chapters that deal with such subjects, such policy applications are verifications of the type of research demonstrated here. Furthermore, they indicate the critical need to continue community based research in the various communities threatened by acquired immuno-deficiency syndrome (AIDS) . . . "

Welch, W., ed. (1981, May). Case Study Methodology in Educational Evaluation. Proceedings of the Minnesota Evaluation Conference. Minnesota. (Address).

The four papers in these proceedings provide a comprehensive picture of the rationale, methodology, strengths, and limitations of case studies.

Williams, G. (1987). The Case Method: An Approach to Teaching and Learning in Educational Administration. RIE, 31p.

This paper examines the viability of the case method as a teaching and learning strategy in instructional systems geared toward the training of personnel of the administration of various aspects of educational systems.

Yin, R. K. (1993). Advancing Rigorous Methodologies: A Review of 'Towards Rigor in Reviews of Multivocal Literatures.' Review of Educational Research, 61, (3).

"R. T. Ogawa and B. Malen's article does not meet its own recommended standards for rigorous testing and presentation of its own conclusions. Use of the exploratory case study to analyze multivocal literatures is not supported, and the claim of grounded theory to analyze multivocal literatures may be stronger."

---. (1989). Case Study Research: Design and Methods. London: Sage Publications Inc.

This book discusses in great detail, the entire design process of the case study, including entire chapters on collecting evidence, analyzing evidence, composing the case study report, and designing single and multiple case studies.

Related Links

Consider the following list of related Web sites for more information on the topic of case study research. Note: although many of the links cover the general category of qualitative research, all have sections that address issues of case studies.

• Sage Publications on Qualitative Methodology: Search here for a comprehensive list of new books being published about "Qualitative Methodology" http://www.sagepub.co.uk/
• The International Journal of Qualitative Studies in Education: An on-line journal "to enhance the theory and practice of qualitative research in education." On-line submissions are welcome. http://www.tandf.co.uk/journals/tf/09518398.html
• Qualitative Research Resources on the Internet: From syllabi to home pages to bibliographies. All links relate somehow to qualitative research. http://www.nova.edu/ssss/QR/qualres.html

Becker, Bronwyn, Patrick Dawson, Karen Devine, Carla Hannum, Steve Hill, Jon Leydens, Debbie Matuskevich, Carol Traver, & Mike Palmquist. (2005). Case Studies. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=60

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47 case interview examples (from McKinsey, BCG, Bain, etc.)

One of the best ways to prepare for   case interviews  at firms like McKinsey, BCG, or Bain, is by studying case interview examples. 

There are a lot of free sample cases out there, but it's really hard to know where to start. So in this article, we have listed all the best free case examples available, in one place.

The below list of resources includes interactive case interview samples provided by consulting firms, video case interview demonstrations, case books, and materials developed by the team here at IGotAnOffer. Let's continue to the list.

• McKinsey examples
• BCG examples
• Bain examples
• Deloitte examples
• Other firms' examples
• Case books from consulting clubs
• Case interview preparation

Click here to practise 1-on-1 with MBB ex-interviewers

1. mckinsey case interview examples.

• Beautify case interview (McKinsey website)
• Diconsa case interview (McKinsey website)
• Electro-light case interview (McKinsey website)
• GlobaPharm case interview (McKinsey website)
• National Education case interview (McKinsey website)
• Talbot Trucks case interview (McKinsey website)
• Shops Corporation case interview (McKinsey website)
• Conservation Forever case interview (McKinsey website)
• McKinsey case interview guide (by IGotAnOffer)
• McKinsey live case interview extract (by IGotAnOffer) - See below

2. BCG case interview examples

• Foods Inc and GenCo case samples  (BCG website)
• Chateau Boomerang written case interview  (BCG website)
• BCG case interview guide (by IGotAnOffer)
• Written cases guide (by IGotAnOffer)
• BCG live case interview with notes (by IGotAnOffer)
• BCG mock case interview with ex-BCG associate director - Public sector case (by IGotAnOffer)
• BCG mock case interview: Revenue problem case (by IGotAnOffer) - See below

3. Bain case interview examples

• CoffeeCo practice case (Bain website)
• FashionCo practice case (Bain website)
• Associate Consultant mock interview video (Bain website)
• Consultant mock interview video (Bain website)
• Written case interview tips (Bain website)
• Bain case interview guide   (by IGotAnOffer)
• Digital transformation case with ex-Bain consultant
• Bain case mock interview with ex-Bain manager (below)

4. Deloitte case interview examples

• Engagement Strategy practice case (Deloitte website)
• Recreation Unlimited practice case (Deloitte website)
• Strategic Vision practice case (Deloitte website)
• Retail Strategy practice case  (Deloitte website)
• Finance Strategy practice case  (Deloitte website)
• Talent Management practice case (Deloitte website)
• Enterprise Resource Management practice case (Deloitte website)
• Footloose written case  (by Deloitte)
• Deloitte case interview guide (by IGotAnOffer)

5. Accenture case interview examples

• Case interview workbook (by Accenture)
• Accenture case interview guide (by IGotAnOffer)

6. OC&C case interview examples

• Leisure Club case example (by OC&C)
• Imported Spirits case example (by OC&C)

7. Oliver Wyman case interview examples

• Wumbleworld case sample (Oliver Wyman website)
• Aqualine case sample (Oliver Wyman website)
• Oliver Wyman case interview guide (by IGotAnOffer)

8. A.T. Kearney case interview examples

• Promotion planning case question (A.T. Kearney website)
• Consulting case book and examples (by A.T. Kearney)
• AT Kearney case interview guide (by IGotAnOffer)

9. Strategy& / PWC case interview examples

• Presentation overview with sample questions (by Strategy& / PWC)
• Strategy& / PWC case interview guide (by IGotAnOffer)

10. L.E.K. Consulting case interview examples

• Case interview example video walkthrough   (L.E.K. website)
• Market sizing case example video walkthrough  (L.E.K. website)

11. Roland Berger case interview examples

• Transit oriented development case webinar part 1  (Roland Berger website)
• Transit oriented development case webinar part 2   (Roland Berger website)
• 3D printed hip implants case webinar part 1   (Roland Berger website)
• 3D printed hip implants case webinar part 2   (Roland Berger website)
• Roland Berger case interview guide   (by IGotAnOffer)

12. Capital One case interview examples

• Case interview example video walkthrough  (Capital One website)
• Capital One case interview guide (by IGotAnOffer)

13. Consulting clubs case interview examples

• Berkeley case book (2006)
• Columbia case book (2006)
• Darden case book (2012)
• Darden case book (2018)
• Duke case book (2010)
• Duke case book (2014)
• ESADE case book (2011)
• Goizueta case book (2006)
• Illinois case book (2015)
• LBS case book (2006)
• MIT case book (2001)
• Notre Dame case book (2017)
• Ross case book (2010)
• Wharton case book (2010)

Practice with experts

Using case interview examples is a key part of your interview preparation, but it isn’t enough.

At some point you’ll want to practise with friends or family who can give some useful feedback. However, if you really want the best possible preparation for your case interview, you'll also want to work with ex-consultants who have experience running interviews at McKinsey, Bain, BCG, etc.

If you know anyone who fits that description, fantastic! But for most of us, it's tough to find the right connections to make this happen. And it might also be difficult to practice multiple hours with that person unless you know them really well.

Here's the good news. We've already made the connections for you. We’ve created a coaching service where you can do mock case interviews 1-on-1 with ex-interviewers from MBB firms . Start scheduling sessions today!

The IGotAnOffer team

100 Best Case Study Questions for Your Next Customer Spotlight

Published: November 29, 2022

Case studies and testimonials are helpful to have in your arsenal. But to build an effective library, you need to ask the right case study questions. You also need to know how to write a case study .

Case studies are customers' stories that your sales team can use to share relevant content with prospects . Not only that, but case studies help you earn a prospect's trust, show them what life would be like as your customer, and validate that your product or service works for your clients.

Before you start building your library of case studies, check out our list of 100 case study questions to ask your clients. With this helpful guide, you'll have the know-how to build your narrative using the " Problem-Agitate-Solve " Method.

What makes a good case study questionnaire?

The ultimate list of case study questions, how to ask your customer for a case study, creating an effective case study.

Certain key elements make up a good case study questionnaire.

A questionnaire should never feel like an interrogation. Instead, aim to structure your case study questions like a conversation. Some of the essential things that your questionnaire should cover include:

• The problem faced by the client before choosing your organization.
• Why they chose your company.
• How your product solved the problem clients faced.
• The measurable results of the service provided.
• Data and metrics that prove the success of your service or product, if possible.

You can adapt these considerations based on how your customers use your product and the specific answers or quotes that you want to receive.

What makes a good case study question?

A good case study question delivers a powerful message to leads in the decision stage of your prospective buyer's journey.

Since your client has agreed to participate in a case study, they're likely enthusiastic about the service you provide. Thus, a good case study question hands the reins over to the client and opens a conversation.

Try asking open-ended questions to encourage your client to talk about the excellent service or product you provide.

Free Case Study Templates

Tell us about yourself to access the templates..

Categories for the Best Case Study Questions

• Case study questions about the customer's business
• Case study questions about the environment before the purchase
• Case study questions about the decision process
• Case study questions about the customer's business case
• Case study questions about the buying team and internal advocates
• Case study questions about customer success
• Case study questions about product feedback
• Case study questions about willingness to make referrals
• Case study question to prompt quote-worthy feedback
• Case study questions about the customers' future goals

Showcase your company's success using these three free case study templates.

• Data-Driven Case Study Template
• Product-Specific Case Study Template
• General Case Study Template

You're all set!

Click this link to access this resource at any time.

Case Study Interview Questions About the Customer's Business

Knowing the customer's business is an excellent way of setting the tone for a case study.

Use these questions to get some background information about the company and its business goals. This information can be used to introduce the business at the beginning of the case study — plus, future prospects might resonate with their stories and become leads for you.

• Would you give me a quick overview of [company]? This is an opportunity for the client to describe their business in their own words. You'll get useful background information and it's an easy prompt to get the client talking.
• Can you describe your role? This will give you a better idea of the responsibilities they are subject to.
• How do your role and team fit into the company and its goals? Knowing how the team functions to achieve company goals will help you formulate how your solution involves all stakeholders.
• How long has your company been in business? Getting this information will help the reader gauge if pain points are specific to a startup or new company vs. a veteran company.
• How many employees do you have? Another great descriptor for readers to have. They can compare the featured company size with their own.
• Is your company revenue available? If so, what is it? This will give your readers background information on the featured company's gross sales.
• Who is your target customer? Knowing who the target audience is will help you provide a better overview of their market for your case study readers.
• How does our product help your team or company achieve its objectives? This is one of the most important questions because it is the basis of the case study. Get specifics on how your product provided a solution for your client. You want to be able to say "X company implemented our solution and achieved Y. "
• How are our companies aligned (mission, strategy, culture, etc.)? If any attributes of your company's mission or culture appealed to the client, call it out.

How many people are on your team? What are their roles? This will help describe key players within the organization and their impact on the implementation of your solution.

Case Study Interview Questions About the Environment Before the Purchase

A good case study is designed to build trust. Ask clients to describe the tools and processes they used before your product or service. These kinds of case study questions will highlight the business' need they had to fulfill and appeal to future clients.

• What was your team's process prior to using our product? This will give the reader a baseline to compare the results for your company's product.
• Were there any costs associated with the process prior to using our product? Was it more expensive? Was it worth the cost? How did the product affect the client's bottom line? This will be a useful metric to disclose if your company saved the client money or was more cost-efficient.
• What were the major pain points of your process prior to using our product? Describe these obstacles in detail. You want the reader to get as much information on the problem as possible as it sets up the reasoning for why your company's solution was implemented.
• Did our product replace a similar tool or is this the first time your team is using a product like this? Were they using a similar product? If so, having this information may give readers a reason to choose your brand over the competition.
• What other challenges were you and your team experiencing prior to using our product? The more details you can give readers regarding the client's struggles, the better. You want to paint a full picture of the challenges the client faced and how your company resolved them.
• Were there any concerns about how your customers would be impacted by using our product? Getting answers to this question will illustrate to readers the client's concerns about switching to your service. Your readers may have similar concerns and reading how your client worked through this process will be helpful.
• Why didn't you buy our product or a similar product earlier? Have the client describe any hesitations they had using your product. Their concerns may be relatable to potential leads.
• Were there any "dealbreakers" involved in your decision to become a customer? Describing how your company was able to provide a solution that worked within those parameters demonstrates how accommodating your brand is and how you put the customer first. It's also great to illustrate any unique challenges the client had. This better explains their situation to the reader.
• Did you have to make any changes you weren't anticipating once you became a customer? Readers of your case study can learn how switching to your product came with some unexpected changes (good or bad) and how they navigated them. If you helped your client with troubleshooting, ask them to explain that here.

How has your perception of the product changed since you've become a customer? Get the interviewee to describe how your product changed how they do business. This includes how your product accomplished what they previously thought was impossible.

Case Study Interview Questions About the Decision Process

Readers of the case study will be interested in which factors influenced the decision-making process for the client. If they can relate to that process, there's a bigger chance they'll buy your product.

The answers to these questions will help potential customers through their decision-making process.

• How did you hear about our product? If the client chose to work with you based on a recommendation or another positive case study, include that. It will demonstrate that you are a trusted brand with an established reputation for delivering results.
• How long had you been looking for a solution to this problem? This will add to the reader's understanding of how these particular challenges impacted the company before choosing your product.
• Were you comparing alternative solutions? Which ones? This will demonstrate to readers that the client explored other options before choosing your company.
• Would you describe a few of the reasons you decided to buy our product? Ask the interviewee to describe why they chose your product over the competition and any benefits your company offered that made you stand out.
• What were the criteria you used when deciding to buy our product? This will give readers more background insight into the factors that impacted their decision-making process.
• Were there any high-level initiatives or goals that prompted the decision to buy? For example, was this decision motivated by a company-wide vision? Prompt your clients to discuss what lead to the decision to work with you and how you're the obvious choice.
• What was the buying process like? Did you notice anything exceptional or any points of friction? This is an opportunity for the client to comment on how seamless and easy you make the buying process. Get them to describe what went well from start to finish.
• How would you have changed the buying process, if at all? This is an opportunity for you to fine-tune your process to accommodate future buyers.
• Who on your team was involved in the buying process? This will give readers more background on the key players involved from executives to project managers. With this information, readers can see who they may potentially need to involve in the decision-making process on their teams.

Case Study Interview Questions About the Customer's Business Case

Your case study questions should ask about your product or solution's impact on the customer's employees, teams, metrics, and goals. These questions allow the client to praise the value of your service and tell others exactly what benefits they derived from it.

When readers review your product or service's impact on the client, it enforces the belief that the case study is credible.

• How long have you been using our product? This will help readers gauge how long it took to see results and your overall satisfaction with the product or service.
• How many different people at your company use our product? This will help readers gauge how they can adapt the product to their teams if similar in size.
• Are there multiple departments or teams using our product? This will demonstrate how great of an impact your product has made across departments.
• How do you and your team currently use the product? What types of goals or tasks are you using the product to accomplish? Get specifics on how the product actively helps the client achieve their goals.
• If other teams or departments are using our product, do you know how they're using it? With this information, leads can picture how they can use your product across their teams and how it may improve their workflow and metrics.
• What was the most obvious advantage you felt our product offered during the sales process? The interviewee should explain the benefits they've gained from using your product or service. This is important for convincing other leads you are better than the competition.
• Were there any other advantages you discovered after using the product more regularly? Your interviewee may have experienced some additional benefits from using your product. Have them describe in detail what these advantages are and how they've helped the company improve.
• Are there any metrics or KPIs you track with our product? What are they? The more numbers and data the client can provide, the better.
• Were you tracking any metrics prior to using our product? What were they? This will allow readers to get a clear, before-and-after comparison of using your product.
• How has our product impacted your core metrics? This is an opportunity for your clients to drive home how your product assisted them in hitting their metrics and goals.

Case Study Interview Questions About the Buying Team and Internal Advocates

See if there are any individuals at the customer's company who are advocates for your product.

• Are there any additional team members you consider to be advocates for our product? For example, does anyone stick out as a "power user" or product expert on your team? You may want to interview and include these power users in your case study as well. Consider asking them for tips on using your service or product.
• Is there anyone else on your team you think we should talk to? Again, the more people can share their experience using your product, the better.
• Are there any team members who you think might not be the biggest fans of our product or who might need more training? Providing extra support to those struggling with your product may improve their user experience and turn into an opportunity to not only learn about their obstacles but turn them into a product fan
• Would you share some details about how your team implemented our product? Get as much information as possible about the rollout. Hopefully, they'll gush about how seamless the process was.
• Who from your company was involved in implementing our product? This will give readers more insight into who needs to be involved for a successful rollout of their own.
• Were there any internal risks or additional costs involved with implementing our product? If so, how did you address them? This will give insight into the client's process and rollout and this case study question will likely provide tips on what potential leads should be on the lookout for.
• Is there a training process in place for your team's use of our product? If so, what does it look like? If your company provided support and training to the client, have them describe that experience.
• About how long does it take a new team member to get up to speed with our product? This will help leads determine how much time it will take to onboard an employee to your using your product. If a new user can quickly get started seamlessly, it bodes well for you.
• What was your main concern about rolling this product out to your company? Describing their challenges in detail will provide readers with useful insight.

Case Study Interview Questions About Customer Success

Has the customer found success with your product? Ask these questions to learn more.

• By using our product can you measure any reduced costs? If it has, you'll want to emphasize those savings in your case study.
• By using our product can you measure any improvements in productivity or time savings? Any metrics or specific stories your interviewee can provide will help demonstrate the value of your product.
• By using our product can you measure any increases in revenue or growth? Again, say it with numbers and data whenever possible.
• Are you likely to recommend our product to a friend or colleague? Recommendations from existing customers are some of the best marketing you can get.
• How has our product impacted your success? Your team's success? Getting the interviewee to describe how your product played an integral role in solving their challenges will show leads that they can also have success using your product.
• In the beginning, you had XYZ concerns; how do you feel about them now? Let them explain how working with your company eliminated those concerns.
• I noticed your team is currently doing XYZ with our product. Tell me more about how that helps your business. Illustrate to your readers how current customers are using your product to solve additional challenges. It will convey how versatile your product is.
• Have you thought about using our product for a new use case with your team or at your company? The more examples of use cases the client can provide, the better.
• How do you measure the value our product provides? Have the interviewee illustrate what metrics they use to gauge the product's success and how. Data is helpful, but you should go beyond the numbers. Maybe your product improved company morale and how teams work together.

Case Study Interview Questions About Product Feedback

Ask the customer if they'd recommend your product to others. A strong recommendation will help potential clients be more open to purchasing your product.

• How do other companies in this industry solve the problems you had before you purchased our product? This will give you insight into how other companies may be functioning without your product and how you can assist them.
• Have you ever talked about our product to any of your clients or peers? What did you say? This can provide you with more leads and a chance to get a referral.
• Why would you recommend our product to a friend or client? Be sure they pinpoint which features they would highlight in a recommendation.
• Can you think of any use cases your customers might have for our product? Similar industries may have similar issues that need solutions. Your interviewee may be able to provide a use case you haven't come up with.
• What is your advice for other teams or companies who are tackling problems similar to those you had before you purchased our product? This is another opportunity for your client to talk up your product or service.
• Do you know someone in X industry who has similar problems to the ones you had prior to using our product? The client can make an introduction so you can interview them about their experience as well.
• I noticed you work with Company Y. Do you know if they are having any pain points with these processes? This will help you learn how your product has impacted your client's customers and gain insight into what can be improved.
• Does your company participate in any partner or referral programs? Having a strong referral program will help you increase leads and improve customer retention.
• Can I send you a referral kit as a thank-you for making a referral and give you the tools to refer someone to us? This is a great strategy to request a referral while rewarding your existing customers.
• Are you interested in working with us to produce additional marketing content? The more opportunities you can showcase happy customers, the better.

Case Study Interview Questions About Willingness to Make Referrals

• How likely are you to recommend our product to a friend or client? Ideally, they would definitely refer your product to someone they know.
• Can you think of any use cases your customers might have for our product? Again, your interviewee is a great source for more leads. Similar industries may have similar issues that need solutions. They may be able to provide a use case you haven't come up with.
• I noticed you work with Company Y; do you know if they are having any pain points with these processes? This will help you learn how your product has impacted your client's customers and gain insight into what can be improved.

Case Study Interview Questions to Prompt Quote-Worthy Feedback

Enhance your case study with quotable soundbites from the customer. By asking these questions, prospects have more insight into other clients and their success with your product — which helps build trust.

• How would you describe your process in one sentence prior to using our product? Ideally, this sentence would quickly and descriptively sum up the most prominent pain point or challenge with the previous process.
• What is your advice to others who might be considering our product? Readers can learn from your customer's experience.
• What would your team's workflow or process be like without our product? This will drive home the value your product provides and how essential it is to their business.
• Do you think the investment in our product was worthwhile? Why? Have your customer make the case for the value you provide.
• What would you say if we told you our product would soon be unavailable? What would this mean to you? Again, this illustrates how integral your product is to their business.
• How would you describe our product if you were explaining it to a friend? Your customers can often distill the value of your product to their friends better than you can.
• What do you love about your job? Your company? This gives the reader more background on your customer and their industry.
• What was the worst part of your process before you started using our product? Ideally, they'd reiterate how your product helped solve this challenge.
• What do you love about our product? Another great way to get the customer's opinion about what makes your product worth it.
• Why do you do business with us? Hopefully, your interviewee will share how wonderful your business relationship is.

Case Study Interview Questions About the Customers' Future Goals

Ask the customer about their goals, challenges, and plans for the future. This will provide insight into how a business can grow with your product.

• What are the biggest challenges on the horizon for your industry? Chances are potential leads within the same industry will have similar challenges.
• What are your goals for the next three months? Knowing their short-term goals will enable your company to get some quick wins for the client.
• How would you like to use our product to meet those challenges and goals? This will help potential leads understand that your product can help their business as they scale and grow.
• Is there anything we can do to help you and your team meet your goals? If you haven't covered it already, this will allow your interviewee to express how you can better assist them.
• Do you think you will buy more, less, or about the same amount of our product next year? This can help you gauge how your product is used and why.
• What are the growth plans for your company this year? Your team? This will help you gain insight into how your product can help them achieve future goals.
• How can we help you meet your long-term goals? Getting specifics on the needs of your clients will help you create a unique solution designed for their needs.
• What is the long-term impact of using our product? Get their feedback on how your product has created a lasting impact.
• Are there any initiatives that you personally would like to achieve that our product or team can help with? Again, you want to continue to provide products that help your customers excel.
• What will you need from us in the future? This will help you anticipate the customer's business needs.
• Is there anything we can do to improve our product or process for working together in the future? The more feedback you can get about what is and isn't working, the better.

Before you can start putting together your case study, you need to ask your customer's permission.

If you have a customer who's seen success with your product, reach out to them. Use this template to get started:

Thank you & quick request

Hi [customer name],

Thanks again for your business — working with you to [solve X, launch Y, take advantage of Z opportunity] has been extremely rewarding, and I'm looking forward to more collaboration in the future.

[Name of your company] is building a library of case studies to include on our site. We're looking for successful companies using [product] to solve interesting challenges, and your team immediately came to mind. Are you open to [customer company name] being featured?

It should be a lightweight process — [I, a product marketer] will ask you roughly [10, 15, 20] questions via email or phone about your experience and results. This case study will include a blurb about your company and a link to your homepage (which hopefully will make your SEO team happy!)

In any case, thank you again for the chance to work with you, and I hope you have a great week.

[Your name]

If one of your customers has recently passed along some praise (to you, their account manager, your boss; on an online forum; to another potential customer; etc.), then send them a version of this email:

Hey [customer name],

Thanks for the great feedback — I'm really glad to hear [product] is working well for you and that [customer company name] is getting the results you're looking for.

My team is actually in the process of building out our library of case studies, and I'd love to include your story. Happy to provide more details if you're potentially interested.

Either way, thank you again, and I look forward to getting more updates on your progress.

You can also find potential case study customers by usage or product data. For instance, maybe you see a company you sold to 10 months ago just bought eight more seats or upgraded to a new tier. Clearly, they're happy with the solution. Try this template:

I saw you just [invested in our X product; added Y more users; achieved Z product milestone]. Congratulations! I'd love to share your story using [product] with the world -- I think it's a great example of how our product + a dedicated team and a good strategy can achieve awesome results.

Are you open to being featured? If so, I'll send along more details.

Case Study Benefits

• Case studies are a form of customer advocacy.
• Case studies provide a joint-promotion opportunity.
• Case studies are easily sharable.
• Case studies build rapport with your customers.
• Case studies are less opinionated than customer reviews.

1. Case studies are a form of customer advocacy.

If you haven't noticed, customers aren't always quick to trust a brand's advertisements and sales strategies.

With every other brand claiming to be the best in the business, it's hard to sort exaggeration from reality.

This is the most important reason why case studies are effective. They are testimonials from your customers of your service. If someone is considering your business, a case study is a much more convincing piece of marketing or sales material than traditional advertising.

2. Case studies provide a joint-promotion opportunity.

Your business isn't the only one that benefits from a case study. Customers participating in case studies benefit, too.

Think about it. Case studies are free advertisements for your customers, not to mention the SEO factor, too. While they're not promoting their products or services, they're still getting the word out about their business. And, the case study highlights how successful their business is — showing interested leads that they're on the up and up.

3. Case studies are easily sharable.

No matter your role on the sales team, case studies are great to have on hand. You can easily share them with leads, prospects, and clients.

Whether you embed them on your website or save them as a PDF, you can simply send a link to share your case study with others. They can share that link with their peers and colleagues, and so on.

Case studies can also be useful during a sales pitch. In sales, timing is everything. If a customer is explaining a problem that was solved and discussed in your case study, you can quickly find the document and share it with them.

4. Case studies build rapport with your customers.

While case studies are very useful, they do require some back and forth with your customers to obtain the exact feedback you're looking for.

Even though time is involved, the good news is this builds rapport with your most loyal customers. You get to know them on a personal level, and they'll become more than just your most valuable clients.

And, the better the rapport you have with them, the more likely they'll be to recommend your business, products, or services to others.

5. Case studies are less opinionated than customer reviews.

Data is the difference between a case study and a review. Customer reviews are typically based on the customer's opinion of your brand. While they might write a glowing review, it's completely subjective and there's rarely empirical evidence supporting their claim.

Case studies, on the other hand, are more data-driven. While they'll still talk about how great your brand is, they support this claim with quantitative data that's relevant to the reader. It's hard to argue with data.

An effective case study must be genuine and credible. Your case study should explain why certain customers are the right fit for your business and how your company can help meet their specific needs. That way, someone in a similar situation can use your case study as a testimonial for why they should choose your business.

Use the case study questions above to create an ideal customer case study questionnaire. By asking your customers the right questions, you can obtain valuable feedback that can be shared with potential leads and convert them into loyal customers.

Editor’s Note: This article was originally published in June 2021 and has been updated for comprehensiveness.

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9 Types of Questions in Actual Case Interviews

Case interviews at management consulting firms are among the most difficult job interviews, but they are also quite predictable. Once you know the types of questions they ask, preparation is straightforward.

Using years of experience at McKinsey, as well as field reports from thousands of candidates, I’ve crafted a list of 8 common case interview questions, and in this article, I’ll show you how to answer each of them.

Case interview questions – Overview

Types of case interview questions .

Most questions in case interviews belong to one of these 9 types:

1. Framework/issue tree questions 2. Market-sizing and guesstimate questions 3. Valuation questions 4. Brain teaser questions 5. Chart insight questions 6. Value proposition questions 7. Information questions 8. Math problems 9. Solution-finding questions

In this article, we’ll discuss how to answer each question, along with the necessary tips and tricks.

How to answer case interview questions

There are the fo ur basic steps to answer case interview questions:

• Step 1: Clarify any unclear points in the question
• Step 2: Announce approach and ask for time
• Step 3: Draw issue trees to solve the given problem
• Step 4: Pitch your answer and end with a takeaway conclusion.

This general outline may vary depending on each type and each question – for example, brain teasers or information questions need only the last step, while market-sizing and framework questions need all four steps to deliver the perfect answer.

Type 1 – Framework/Issue tree questions

These are on top of the list among popular case interview questions!

If the interviewer asks you to identify factors contributing to a problem or to break down an entity (such as the revenue of a business), he/she is telling you to draw an issue tree.

And to draw a spot-on issue tree, you need to master consulting problem-solving foundations , the MECE principle , and common consulting frameworks . You should check out our other articles on these topics before moving on, because mastering the issue tree is the key to acing every possible case interview.

You also need good business intuition to draw good issue trees, so that’s all the more reason to start reading every day.

Gastronomia – a gourmet restaurant chain has found the turnover rate among its highly-skilled chefs increasing dramatically for the last 3 years; this has led to a noticeable decline in food quality and increased training costs, among other negative effects.

Which factors would you consider when tackling this turnover problem?

Job: Factors from the job itself. Further divided into 3 sub-branches

• Compensations: are the salaries, bonuses, and benefits attractive enough?
• Difficulty: is the job too difficult?
• Nature: is the job too boring, too unengaging, too repetitive…?

Company: Factors from the work environment within the restaurant chain, surrounding the affected jobs. Further divided into 2 sub-branches

• Cultural environment: is the culture at Gastronomia compatible with the chefs?
• Physical environment: is the physical working environment at Gastronomia safe, comfortable, convenient…?

Competitors: Factors from outside the restaurant chain, related to competing job offers. Further divided into 2 sub-branches.

• Inside industry: are other restaurant chains competing with Gastronomia for skilled personnel?
• Outside industry: are there new career options or changes in existing alternatives that draw chefs away from restaurant chains like Gastronomia?

For detailed guides on issue trees, frameworks and their principles, see the articles on Issue Trees , Case Interview Frameworks, and MECE Principle

Type 2 – Market-sizing & guesstimate

These questions go along the lines of “How many trees are there in Central Park?” or “What’s the market size of pick-up trucks in the USA?”

The key to nailing market-sizing and guesstimate questions lies in not the closest results, but the most logical and structured approaches. In fact, the interviewer expects you to follow these four steps:

Step 1: Clarify: Make sure you and the interviewer are on the same page regarding every detail and terminology, so you won’t be answering the wrong question.

Step 2: Break down the problem: Break the item in the question (number of trees in Central Park, market size of pickup trucks) down into smaller, easy-to-estimate pieces.

Step 3: Solve each piece: Estimate each small piece one at a time; each estimation should be backed by facts, figures, or at least observations.

Step 4: Consolidate the pieces: Combine the previous estimations to arrive at a final result; be quick with the math, but don’t rush it if you aren’t confident.

Unless you come up with something about 10 times the reasonable estimate, don’t worry about being “wrong” – the interviewer is unlikely to have a “correct” number in mind, he/she just wants to see your structured mindset.

This question type is so common, we devote a whole article to it, and our Case Interview End-to-End Secrets Program have a separate package on these questions. Check out our comprehensive guide on Market-Sizing & Guesstimate Questions for more details!

Now, here’s a quick example for you to try and get used to this type:

How many smartphones are sold each year, globally?

• Smartphones are phones using exclusively touch-screens.
• “Sold” means sold to the end-consumers. 
• The market size is calculated at present.

Break down the problem:

The global smartphone market can be divided into three segments – developed countries, developing countries, and undeveloped countries.

In each segment, the annual unit sales of smartphones depend on four variables:

• The percentage of “phone-owning age” people among the population
• The percentage of smartphone owners within the “phone-owning age” group.
• The average, annual, per capita “consumption” of smartphones for those owners.

Solve each piece:

• The population is 1.5 billion in developed countries, 5.5 billion in developing countries, and 1 billion in undeveloped countries.
• 80% of the world population is in the “phone-owning age” (Global life expectancy is 70 and everyone older than 15 years counts towards the “phone-owning age” group)
• 100% of the phone-owning age in developed countries will own a smartphone; the figure in developing countries is 75%, while in undeveloped countries it’s 10%.
• The average smartphone user replaces their phone every 3 years – so they “consume” 0.33 phones each year.

=> Estimated global smartphone market: 1.53 billion units per year

=> Actual 2019 global smartphone sales:  1.37 billion units (error margin: 11.7%).

This market-sizing question is solved using a four-step process, which is explained in this article:  Market-Sizing & Guesstimate Questions

Type 3 – Valuation questions

Valuation questions are about estimating the monetary value of a business, and these are very popular in case interviews too!

Valuation questions are a blend of guesstimation/market-sizing, math, and business. They also require basic finance knowledge. There are three ways to estimate the value of a business:

• The NPV Method: take the net cash flow generated by the business, and discount it to the present to account for time value of money. Basically “this company is worth X dollars because it gives me Y dollars over Z years”. This approach works best when the cash flow from the business is positive and stable.
• The Market Method: take one index of the firm (which can be stocks or anything depending on the industry) and multiply it with an industry multiple (the value of one unit of the said index). In other words, “this company is worth AxB dollars because it has A traffic and each traffic is worth B dollars”. This approach works best when the market is transparent and data on similar firms are accessible – usually with major, established industries such as commercial airlines.

In real case interviews, you have to justify your approach then ask the interviewer to give you the necessary data.

Our client wants to sell his organic-food restaurant (called “Cato’s Cabbage Farm”) to retire. How much is his restaurant worth?

(Supposed the interviewer gives you the following data: his current income from the restaurant is $100,000 per year; two other restaurants in the neighborhood – one with 2 times more customers, and another about 0.75 times, have been sold at $1,800,000 and $1,000,000 respectively).

NPV Method: Cato’s Cabbage Farm value = $100,000 / 10% = $1,000,000

Market Method:

Assume the number of customers for Cato’s Cabbage Farm is 1 “customer unit”, then the two neighborhood restaurants get 2 and 0.75 “customer units”.

• Industry multiple: ($1,800,000+$1,000,000) / (2+0.75) = ~$1,018,182
• Cato’s Cabbage Farm value = $1,018,182 x 1 = $1,018,182

Type 4 – Brain teasers

Brain teasers are the least predictable case interview questions – but even these can be learned!

Brain teasers are riddles designed to test unconventional, creative, and logical thinking. A famous example of this is Accenture’s “How do you put a giraffe in a fridge?”.

Although not as popular as before, brain teasers might still appear in consulting interviews; therefore, you should spend some time to prepare.

Most brain teasers can be allocated into these seven types:

• Logical questions are pure logic riddles – there’s no trick, no illusion, no creativity.

In our Case Interview End-to-End Secrets Program , there are +200 brain teasers to help you prepare for these “unpredictable” questions. You can also read our article about Case Interview Brain Teasers for insights on all of these exciting brain teasers, as well as 30 example questions and answers!

How do you put a giraffe in a fridge?

Open the fridge, put the giraffe in, then close the fridge. The question never says how big the fridge or the giraffe is.

For the logic and approach behind each kind of brain teasers, see the article on Brain Teasers.

Type 5 – Chart insight questions

You can’t be a management consultant without mastering the use of charts – the complex, scary-looking real-world charts such as those included in our Case Interview End-to-End Secrets Program.

In management consulting and case interviews, most charts are one (or a combination) of these four basic types:

• Bar charts compare the values of several items at one point in time, or 1-2 items at several time intervals.
• Line charts illustrate time-series data, i.e trends in data over a continuous period.
• Pie charts illustrate proportions, i.e “parts of a whole” analyses.
• Scatter-plots use data points to visualize how two variables relate to each other.

To read these charts and answer chart-insights questions effectively, you must follow a structured, comprehensive process:

You can find a more detailed guide in the Charts section in our article about Consulting Math.

What can you draw from the following chart?

Trends in chart:

• Steady rise in the number of confirmed deaths to about 70-80 per million;
• Both changes started around March 10-11.
• These sudden rises can be explained by events occurring in early-March, and 2.
• If number of cases is kept low, the threat from COVID-19 will remain minimal, considering a mortality rate of only 2%.

Type 6 – Value proposition questions

No business or consulting candidate can succeed without understanding the customers!

Value-proposition questions are not only about correctly identifying customer preferences, but also about analyzing and delivering the answer in a structured fashion. The former relies heavily on business knowledge and intuition, but the latter can be trained methodically and quickly. Personally, I use a “double issue-tree” – essentially a table with customer segments on one axis and proposed values on the other:

For segmenting customers, you can use the following table. However, don’t over-rely on it, since there may be more relevant and insightful question-specific segmentations.

In some cases, clarification is also necessary – both to avoid “answering the wrong question” and to narrow down the range of customers/values you need to cover in the answer.

What will a customer consider when buying a Toyota sedan?

Clarification: A sedan must be branded “Toyota” to be a Toyota sedan – cars with other Toyota-owned brands such as Lexus or Ranz do not count in this question.

Situational Assessment:

Toyota sedans occupy the entry-level and mid-range price segments, so Toyota customers will be more price-conscious than, for example, Lexus customers.

They are also less likely to lean considerably towards one particular factor, so achieving a balance is extremely important.

Functionality factors:

• Comfort: Toyota sedans are mostly for everyday use, so customers should feel comfortable being inside the car.
• Utility: Toyota sedans are used for multiple purposes, so convenience for a wide range of uses is important.

Cost factors

• Purchase price: A car can be an expensive investment while Toyota’s low-to-mid-range customers are more price-conscious, so having a cheap/reasonable price is important.
• Fuel and maintenance: Maintenance and fuel costs over time are likewise inversely related to the decision to buy a Toyota sedan.

Physical factors

• Performance: Customers are usually drivers themselves, who often pay attention to the technical characteristics of the car (speed, acceleration, handling, etc.)
• Visual design: The car should possess the same level of visual appeal as other competitors in the same segment.
• Build quality: Parts of the car should be assembled in a reasonably good manner.

Emotional factors

• Branding: The car should come from a well-known, reputable brand
• Personal preferences: Some customers choose specific cars simply because they “like” the car.

Type 7 – Information questions

In any problem-solving process, information is one of the overarching concerns!

“Information questions” essentially ask if the piece of data you use is obtainable in the first place. In real consulting work, data is not always available – client team members may refuse to cooperate or there’s simply no data on the subject.

There are many kinds of information sources in case interviews/consulting works, but I’ll divide them into primary and secondary sources. Primary sources means you must do the research yourself (or pay someone else to do it for you), such as customer surveys or mystery shoppings. If someone already did that research, and you use their results, it’s called a secondary source – you can get these from the client , the consulting firm you work for, or third-parties such as market research firms or external industry experts.

You can find out more about these sources and how to cite them in real case interviews through this free Prospective Candidate Starter Pack, which contains a glossary of data sources in consulting.

Our Prospective Candidate Starter Pack has a sheet containing all the possible sources of information in case interviews and consulting projects, among numerous other free resources; you can download and use it to answer these questions, by subscribing to our newsletter at the end of this article.

How do you assess your target customer’s preferences for sports cars?

Primary sources: customer survey, customer interviews, Secondary sources: industry reports, client sales reports, third-party expert interview, client expert interview

Type 8 – Math problems

A lot of information in case interviews and consulting work comes in the quantitative form, so you won’t escape Math by joining the consulting industry!

When you have to do the math, perform back-of-the-envelope calculations in a structured fashion, and say out loud what you’re writing. For one thing, it’s safe; for another, you show that you’re careful, organized, and reliable – just like actual consultants.

We have a Math Practice Tool right here! Use it every day, and you’ll be a master of mental calculations in no time flat!

We have a dedicated article on Consulting Math, which you should definitely read.

Type 9 – Solution-finding questions

What’s the point of analyzing a problem, if not to solve it?!

When dealing with solution questions, keep these four points in mind:

• Firstly, in case interviews as well as real consulting projects, solutions must always solve every root cause of a problem, so remember to check if your solutions are relevant and comprehensive.
• Secondly, every solution must be actionable – if your solutions are too expensive, too time-consuming, etc. for the client, they’re useless.
• Thirdly, the interview expects a highly-structured answer; so segment your solutions based on their characteristics (long-term vs short-term is the easiest segmentation)

Last but not least, deliver at least two solutions, preferably three to five. Otherwise, you’ll appear uncreative and lazy to the interviewer’s eyes.

Nailing these questions relies on having excellent business intuition; our Case Interview End-to-End Program has a dedicated Business Intuition package, but you should also train a habit of reading consulting and business articles daily, to sharpen your business mind.

A restaurant that relies solely on on-premise dining found the loss of adjacent parking space (due to termination of contract) harming their revenue. How can they fix that?

The solutions for the restaurant’s parking space problem can be divided into two types:

• Short-term solutions: Find new parking space around the neighborhood, or renegotiate for old parking space (possibly at a higher price).
• Long-term solutions: Introduce takeaway items and off-premise dining.

Reminders on case interview questions

The questions are not clear-cut in candidate-led cases.

There are two extremes in consulting case interview format: interviewer-led (McKinsey) and candidate-led (BCG, Bain).

Interviewer-led cases, on one hand, consist of multiple, clear-cut questions in a larger business case context; the candidate navigates through these questions to arrive at the solutions.

Candidate-led cases, on the other hand, have one big problem, which the candidate must break down into small pieces to identify the root causes and deliver solutions.

This list, therefore, is much more relevant to the interviewer-led format; nonetheless, this guide is still quite beneficial for candidate-led cases, because when solving that big problem, you’ll have to tackle small issues similar to the 8 aforementioned question types.

Mastering the fundamentals is crucial to consistent performance

Although it’s good to study the case interview questions, it is no substitute for mastering the fundamental principles.

Learning the exercises without the basics is like building a house without a foundation. My poor neighbor’s house developed a huge crack right down the center because of its weak foundation, so make sure to build your case interview prep a strong one by knowing the basics first.

Once you’ve mastered the fundamentals, you’ll become much more flexible – this quality is getting increasingly important because case interviews are getting less predictable, and more realistic.

If you haven’t, I advise you to read these articles (especially the first 4) before practicing the question types:

• Case Interview 101
• Issue Tree – The Complete Guide
• MECE Principle
• Case Interview Frameworks
• McKinsey Case Interview – Interviewer-led Format
• BCG & Bain Case Interview – Candidate-led Format

Expect the unexpected

If you study those nine question types, rest assured that you’ve covered the majority of questions in case interviews.

However, these are not all the possible questions you might be given. In actual cases, there are always questions that cannot be categorized neatly. If you do not prepare for these questions, it’s easy to be thrown off-balance.

So, how do you prepare for “the unexpected”?

• Master the basics: Focus your efforts on the basics, once you’ve mastered them it’d be comfortable to move on to higher, more sophisticated levels.
• Business Intuition : You need business intuition for a business-related job, it’s simple as that. Nearly every case concerns business in one way or another – even public sector cases. This is why we also teach business intuition in our Case Interview E2E Secret Program.
• Have mock case interviews : Practice case interviews with ex-consultants will help you get a sense of what might happen or how you might be evaluated in actual cases. Highly experienced coaches from MConsultingPrep will review your performance, giving you the most valuable feedback and actionable tips & techniques.

Scoring in the McKinsey PSG/Digital Assessment

The scoring mechanism in the McKinsey Digital Assessment

Related product

Case Interview End-to-End Secrets Program

Elevate your case interview skills with a well-rounded preparation package

Six types of charts in case interview are: Bar/Column chart, Line chart, Percentage chart, Mekko chart, Scatter plot chart, Waterfall chart.

A case interview is where candidates is asked to solve a business problem. They are used by consulting firms to evaluate problem-solving skill & soft skills

Case interview frameworks are methods for addressing and solving business cases.  A framework can be extensively customized or off-the-shelf for specific cases.

Top 25 SQL Case Expression Interview Questions and Answers

Prepare for your next interview with our comprehensive guide on SQL Case Expression. This article offers a detailed rundown of potential interview questions and answers to help you succeed.

SQL, or Structured Query Language, is a standardized programming language that’s used for managing and manipulating relational databases. Among its many features, the SQL Case Expression holds a special place due to its versatility and practicality in various scenarios. It provides developers with the ability to perform conditional logic in SQL statements, thus adding a layer of dynamism to data retrieval and manipulation.

In the realm of SQL, the CASE expression is akin to IF-THEN-ELSE statements found in other programming languages. It allows us to create different outputs in our SELECT clause based on conditions in our data. This powerful tool can greatly enhance your SQL queries, making them more efficient and adaptable.

In this article, we’ve compiled an extensive list of interview questions focused on the SQL Case Expression. These questions will not only test your understanding of this particular feature but also illustrate its application in real-world situations, thereby enhancing your overall proficiency in SQL.

1. Can you explain what a SQL Case Expression is and where it is typically used?

A SQL Case Expression is a conditional statement that provides a way to perform IF-THEN-ELSE logic within an SQL query. It allows for complex, multi-condition queries and can be used in any clause or statement that accepts a valid expression. There are two types: Simple CASE (compares an expression to set values) and Searched CASE (evaluates multiple Boolean expressions).

Typically, it’s used in SELECT, UPDATE, DELETE, and WHERE clauses to create more flexible data manipulation statements. For instance, you might use it to categorize data into different groups based on certain criteria, or to update specific rows of data depending on their current values.

2. How does the SQL Case Expression differ from the If-Then-Else structure?

The SQL Case Expression and If-Then-Else structure both allow for conditional logic in programming, but they differ significantly. The Case expression is a part of SQL language used within queries to manipulate data based on certain conditions. It’s more flexible as it can handle multiple conditions and return different results accordingly.

On the other hand, If-Then-Else is a control flow statement found in most procedural languages like Python or Java. It executes different blocks of code depending on whether a condition is true or false. However, it’s less versatile than Case when dealing with multiple conditions because nested If-Then-Else structures are needed, which can lead to complex and hard-to-read code.

3. Can you provide a detailed example of how you would use a SQL Case Expression to categorize data?

A SQL Case Expression allows for conditional logic in queries. It’s useful when categorizing data based on specific conditions.

SELECT EmployeeID, FirstName, LastName, (CASE WHEN Salary > 50000 THEN ‘High’ WHEN Salary BETWEEN 30000 AND 50000 THEN (CASE WHEN YearsExperience > 5 THEN ‘Mid-High’ ELSE ‘Mid-Low’

5. How does the SQL CASE Expression handle NULL values?

The SQL CASE expression treats NULL values as unknown. It doesn’t equate them to any value, not even another NULL. When a NULL is encountered in the WHEN clause of a CASE statement, it’s skipped and the next condition is evaluated. If no conditions are met and there’s an ELSE clause, its result is returned; if there’s no ELSE, NULL is returned. This behavior can be leveraged for handling NULLs by using IS NULL or IS NOT NULL in the WHEN clause, or coalescing NULLs to a default in the ELSE clause.

6. What is the difference between simple and searched CASE Expressions? Can you provide an example of each?

A simple CASE expression in SQL compares an expression to a set of expressions to determine the result. It’s similar to using multiple IF-THEN statements in programming languages. For example:

SELECT ProductName, CASE CategoryID WHEN 1 THEN ‘Beverage’ WHEN 2 THEN ‘Condiment’

7. How would you use a CASE Expression in a WHERE clause? Provide a sample SQL statement.

A CASE expression in a WHERE clause can be used to conditionally filter data. It allows for complex logical tests and returns different values based on the test outcome.

Here’s an example of how it could be implemented:

SELECT CustomerID, CASE WHEN SUM(PurchaseAmount) > 10000 THEN ‘High’ WHEN SUM(PurchaseAmount) BETWEEN 5000 AND 10000 THEN ‘Medium’ ELSE ‘Low’

10. How would you use a CASE Expression in an ORDER BY clause? Provide a sample SQL statement.

A CASE expression in an ORDER BY clause allows for custom sorting of results. It’s used to change the order based on a condition. For example, if we have a table ‘Employees’ with columns ‘Name’, ‘Position’ and ‘Salary’. We want to sort by position but prioritize ‘Manager’ over others.

Here is a sample SQL statement:

13. What are the limitations or pitfalls of using SQL Case Expressions?

SQL Case Expressions, while useful, have limitations. They can’t return different data types in the THEN clause; all must be implicitly convertible to a single type. This restricts flexibility. Also, they don’t support ELSE IF structure directly, making complex conditions challenging. Performance issues arise when used in WHERE clauses as indexes may not be utilized effectively, leading to slower query execution. Additionally, CASE expressions are evaluated sequentially from top to bottom and once a condition is met, it exits, ignoring subsequent WHEN statements. This could lead to unexpected results if not carefully structured. Lastly, there’s no guarantee that SQL Server will short-circuit a CASE expression, potentially causing errors with NULL values.

14. Can you create a SQL statement using a Case Expression inside a JOIN statement?

Yes, a SQL statement can incorporate a Case Expression within a JOIN statement. This is useful when you need to conditionally join tables based on certain criteria. Here’s an example:

CREATE FUNCTION case_example(@input INT) RETURNS VARCHAR(20) AS BEGIN DECLARE @result VARCHAR(20)

16. Can you write a complex case expression for filtering records based on multiple conditions?

Yes, a complex case expression can be written in SQL to filter records based on multiple conditions. Here’s an example:

SELECT OrderID, Quantity, Price, (CASE WHEN Quantity > 100 THEN Price * 0.9 ELSE Price

19. Can you explain the difference between a CASE statement and a CASE expression in SQL?

A CASE expression in SQL is used to create conditional expressions within a query. It allows for the return of values based on certain conditions, similar to an IF-THEN-ELSE statement in other programming languages.

On the other hand, a CASE statement is not native to SQL and does not exist as a standalone construct. Instead, it’s often confused with the CASE expression or misnamed when referring to control flow statements in procedural SQL extensions like PL/SQL (Oracle) or T-SQL (Microsoft), where it functions similarly to switch-case constructs in other languages.

20. How can you use a Case Expression to transpose rows into columns?

A CASE expression in SQL can be used to transpose rows into columns by creating a new column for each unique row value. This is done by using the CASE statement within the SELECT clause of your query.

For example, consider a table ‘Orders’ with columns ‘OrderID’, ‘CustomerID’, and ‘Product’. If we want to create a new column for each unique product, we would use a CASE expression like this:

SELECT COUNT(CASE WHEN condition THEN 1

22. Can you present a scenario where you would prefer DECODE over CASE Expression?

DECODE is preferable over CASE expression in scenarios where we need to perform simple equality checks. For instance, when translating codes into descriptions or performing transformations on a single column’s values. DECODE has a simpler syntax for these tasks and can be more readable.

Consider an example of a student grading system. If we want to translate numerical grades into letter grades (A, B, C, D, F), using DECODE would look like this:

In contrast, the equivalent CASE expression would be longer and potentially less clear:

SELECT column1, column2, CASE WHEN column2 = 0 THEN ‘Error: Division by Zero’ ELSE column1 / column2

24. Can you write a SQL query using a Case Expression to return values from multiple columns based on certain conditions?

Yes, a SQL query using a Case Expression can return values from multiple columns based on certain conditions. Here’s an example:

` SELECT EmployeeID, FirstName, LastName, CASE WHEN Salary > 50000 THEN ‘High’ WHEN Salary BETWEEN 30000 AND 50000 THEN ‘Medium’ ELSE ‘Low’

25. How would you tackle performance issues while using multiple Case Expressions?

To tackle performance issues with multiple Case Expressions in SQL, it’s crucial to optimize the query. One way is by reducing the number of case expressions used. If possible, combine similar conditions into one expression or use ELSE for default cases. Another method is indexing columns involved in the CASE statement. This can significantly speed up the search process. Also, consider using temporary tables for complex queries. They store intermediate results and reduce computation time. Lastly, ensure your database statistics are updated regularly as outdated stats may lead to inefficient execution plans.

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Case Study: Using Logical Thinking Process Tools

Published: January 7, 2013 by Dushyant Thatte

In 2010, the finance department of a Fortune 500 company established a quality audit (QA) system for the company’s operations. Toward the end of 2011, the general feeling on the floor was that the QA system was effective and the quality of work in the department was improving. The metrics, however, were not improving. A simple run chart displaying the department’s quality score throughout 2011 is shown in Figure 1.

This year-end analysis showed that there was a need to modify the QA system; the established system was no longer achieving effective results. Although the difference in percentage points may not appear significant, each 1 percent change in quality score per month was the equivalent of approximately $24,000 in lost revenue (roughly $288,000 per year).

This case study covers the transformation that was undertaken to realign the QA system to the changing business needs – enacting more proactive initiatives in preparation for post-recession growth.

Applying Logical Thinking Process Tools

Although in some ways this is a typical Lean Six Sigma project, team members used logical thinking process (LTP) tools, which are based on the theory of constraints (TOC) philosophy, to address the QA system. Three critical questions were asked during this project. These questions were:

• Why is a QA team needed? What needs to be achieved?
• What are the current problems? What is not working right?
• What needs to happen to resolve the current problems?

Let’s look at these questions in depth.

1. Why is a QA team needed? What needs to be achieved?

It is important to define the end when starting the project. Asking these questions enabled the team to define the:

• Critical success factors (CSF)
• Necessary (must-achieve) conditions (NC)

The project sponsor and other stakeholders participated in a brainstorming session to:

• Understand the business objective
• Identify the CSFs and NCs
• Understand the relationships among the objectives, CSFs and NCs

The end result of these steps was an intermediate objectives (IO) map. A simplified view of the map is provided below for reference.

2. What are the current problems? What is not working right?

In this step, the stakeholders held a brainwriting session. The stakeholders wrote down their problems with the established system and then discussed those problems and unearthed others. These were documented in a problem list.

Once this list was consolidated, a facilitated group discussion session began in which the participants tried to group the problems (as with an affinity diagram ) and to see if there were any links between these problems. The group quickly started identifying how one problem led to another, and how a particular problem was caused by another problem.

The intent of this exercise was to lead the group to:

• Find logical relationship among problems
• Identify any missing problem that was not identified earlier
• Identify the underlying root causes

The end result of these steps was a current reality tree (CRT) map .

Let’s discuss a few of the core problems shown in Figure 3.

Quality rating scale is counterintuitive : For most people, a quality score of 100 stands for error-free product and process. The scale that was used prior to this project set 80 as the benchmark for effectiveness and left an additional 20 points for creativity (as a bonus). This meant that even when the score improved, operators intuitively felt they were still far behind when compared to a benchmark of 100.

Quality score is calculated at a category level : The checklist that was used had 40 checkpoints grouped into six high-level categories for ease of reporting and tracking. The quality score calculation was done at each category level and not at the individual checkpoint level. Thus, even while operators were improving their performance (reducing defects at checkpoint level), a single error at the category level meant the score remained the same. This also led to the overall metrics indicating no improvements while performance was improving at granular levels.

The CRT diagram (Figure 2) indicates how these problems led the business into a negative reinforcing loop, where supervisor and operators were unmotivated and the entire program started to lose ground. The only way to effect change was to resolve the root causes.

3. What needs to happen to resolve the current problems?

After completing the CRT, the path to improve the current system was obvious to the team. The team defined and listed the action items, and created an implementation plan. (Team members looked for negative consequences of any proposed actions – they found none.) A portion of the resulting implementation plan is shown in the table below.

This project was well received by all stakeholders when the project was completed. LTP tools were cited specifically as the critical success factors behind this project.

Cost-benefit Analysis Results

The project effort was spread across two months and cost approximately $57,000. The benefits (the reduction in lost revenue) were projected to be more than $500,000 in the first year. A half-yearly analysis calculated the actual benefit in the first six months as $300,000 – on track to beat projections.

Key Learnings

An important lesson from this project is recognizing that a system which is effective today may not be  effective tomorrow. It is important to continuously evaluate all of the critical business systems and sub-systems for their effectiveness and continued relevance to the business environment.

About the Author

Dushyant Thatte

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A case study on learning basic logical competencies when utilising technologies and real-world objects

• Open access
• Published: 12 July 2020
• Volume 26 , pages 639–653, ( 2021 )

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• Robert Weinhandl   ORCID: orcid.org/0000-0002-5525-6404 1 ,
• Tony Houghton 1 &
• Zsolt Lavicza 1  

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In our technological age, many technologies and real-world objects communicate with each other or partly merge. However, this combination of technologies and real-world objects has not yet found its way into everyday teaching practices in schools to any great extent. To investigate the possibilities of combining technologies and real-world objects in mathematics classes, we conducted an exploratory educational study with 47 students. Analysing students’ data using the principles of grounded theory demonstrated that for students in our study (A) using open tasks with multiple solutions, (B) immediate feedback and (C) novelty effects in the learning process, are essential to design mathematics learning environments with combining technologies and real-world objects when learning basic logical operations.

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1 Introduction

New technologies have been having a significant impact on society in recent years. As schools and educational institutions are part of society, new technologies also have a significant impact on teaching and learning in schools, but this often happens some years later than in other fields such as business or science (Samuelsson 2006 ). Currently, we are experiencing not only the proliferation of digital technologies, but also their combination and communicating with everyday objects. Combining digital technologies, learning and real-world objects can be found slowly growing also in mathematics lessons. In their studies, Borba et al. ( 2016 ) and Pierce and Stacey ( 2011 ) summarise that using modern technologies in mathematics learning could facilitate students in mathematising real-world problems. Most combinations of digital technologies, mathematics learning and real-world objects often focus on geometry.

In our educational case study, we explored how the combination of selected technologies and real-world objects could be linked to promote mathematics learning beyond geometry. To investigate how real-world objects and technologies could be linked to enhance mathematics learning beyond geometry, we decided to use Logifaces (real-world objects) and MS Excel (technology) to learn logical operations.

2 Theoretical background

Pseudo-realistic problems are those tasks which simplify real-world phenomena for teaching and learning purposes. Carreira and Baioa ( 2018 ) summarise that pseudo-realistic problems should often trigger mathematics learning. However, pseudo-realistic problems might reduce and simplify real-world situations too much, resulting in students not using their knowledge of the real-world when learning. For this reason, Heck ( 2010 ) recommends placing real-world problems at the centre of mathematics learning. By treating real-world problems, students can learn in educational settings like real scientists. In this context, learning as real scientists is closely linked to learning by doing.

2.1 Combining basic logical competencies and technologies

In our educational case study, the real-world problem was the matching of Logifaces-stones (see Fig.  1 left). Students’ task was to determine whether or not two stones could form a pair so that their joint surface has no steps and form a smooth surface (see Fig. 1 right). To investigate whether or not two Logifaces-stones form a pair, students of our study also had to use MS Excel and develop a programme to investigate whether or not two Logifaces-stones can form a smooth surface. When developing this MS Excel program, students also had to use basic logical operations. We decided to use MS Excel because Tabach et al. ( 2006 ) showed in their study that students could achieve considerable cognitive growth in learning mathematics by using MS Excel.

Logifaces-stones and how to match them

Using technologies in our educational case study followed the well-known work of Noss and Hoyles ( 2010 ) and Noss et al. ( 1997 ) who were already able to illustrate at the end of the last Century that educational technologies facilitate turning learning environments into laboratories. Such technology-enhanced lab-like learning environments could enable students to explore mathematical content with experimentation and with their creative approaches. As educational technologies and related pedagogies have been extensively studied and significantly developed over the past 20 years and using technologies has been simplified since the late 1990s, we assume that nowadays, it is easier to develop promising technology-enhanced lab-like learning environments.

2.2 Mathematical content of our study

The mathematical content we aimed students discover in a technology-enhanced learning environment in our educational case study was basic logical operations. According to Henderson ( 2014 ), it is basic logic and conceptual problem solving that should be considered early in students’ educational careers in mathematics teaching. As logical operations and using technologies are central to the field of computing and computational thinking, and thus becoming always more relevant in our digital age, high quality teaching on logical operations is a key element for post- secondary education and professional life of today’s secondary school students. In Austria, the country where our educational case study was conducted, and in the German-speaking countries in general, this relevance of basis logic is particularly evident. Here, basic knowledge of logic and logical operations is not only crucial in mathematics, science and computing but is found in many other university curricula and vocational fields that are not per se associated with mathematics. For example, basic logic is a compulsory part of the curriculum in economics ( https://friedolin.uni-jena.de/qisserver/rds;jsessionid=D6FF041661EAC277A63205E55219A71A.worker32?state=wtree&search=1&root120192=473737%7C472876%7C472594%7C472149%7C472583&trex=step ), in digital communication and marketing ( https://online.fh-wien.ac.at/fhwienonline/wbLv.wbShowLVDetail?pStpSpNr=230291&pSpracheNr= ) or linguistics ( https://hpsg.hu-berlin.de/~stefan/Lehre/S2012/as-logik.html ). Since basic logical knowledge is part of both the curricula of mathematical related degree programmes and many curricula of other programmes, students should develop a logical knowledge framework already in secondary schools. As logical foundations are only part of the curriculum in the 9th grade (AHS) in Austria, high quality and engaging teaching on this topic should be of particular importance.

2.3 Using technologies for learning logical foundations

Considering technologies in our educational case study on learning logical foundations is supported by several educational studies which have showed that a technology-enhanced learning environment could be a fruitful setting for learning logical foundations. For example, in an educational case study, Kabaca ( 2013 ) used technologies to learn logical operations AND and OR. By combining technologies and logical operations, a holistic learning environment could be developed in which technologies made it possible to investigate whether the solutions developed are correct. Furthermore, Celedón-Pattichis et al. ( 2013 ) illustrated in their educational study that logical operations and technologies are a combination that could also inspire underrepresented groups for STEM. In our case, students with a migrant and a low socio-economic background form the group of underrepresented students.

For our educational case study, both the findings of Kabaca ( 2013 ) and Celedón-Pattichis et al. ( 2013 ) are essential as on the one hand, students in our educational experiment should be enabled to use technologies to investigate whether their considerations regarding the matching of Logifaces-stones are correct – i.e. that two Logifaces-stones form a smooth surface. On the other hand, our educational case study aims to investigate a technology-enhanced learning environment that should motivate many students to work with and learn logical operations. The fact that both mathematically interested as well as less interested students might need logical operations at a later stage in their educational careers or in their professional life justifies the focus of our educational case study on learning logical operations in a technology-enhanced learning environment using real-world objects.

Another argument for combining technologies and explorative learning is that this approach to learning could also promote students’ meta-competencies such as linguistic or social competencies. Clarkson ( 2003 ) was able to illustrate in her study that learning logic and also logical operators can also enhance students’ language skills. The fact that students should first organise internal logical thinking and then communicate through language to their classmates or teachers supports the learning of logic and logical operators. To promote this meta-competence in our educational case study, students worked in groups of two or three.

2.4 Research goal and question of our study

Since our education case study was very limited in time, we could not focus on opportunities for potential learning gains for the students or compare the design of our techno-logical learning environment with other learning environments. Instead, the goal of our education case study was to investigate how real-world objects and technologies should be linked in mathematics learning to motivate students. This focus on students’ motivation when learning basic logical competencies led us to the research question:

Which design elements of a learning environment where real-world objects and using technologies are linked are essential for students to learn basic logical competencies?

3 Our educational case study

To investigate which design elements are essential for students when learning basic logical competencies in a learning environment in which real-world objects and technologies are linked, we conducted our educational case study in a Vienna secondary school located in the city centre. In defining basic logical competencies in our study, we have used the definition of mathematical competency by Niss and Højgaard ( 2019 ) as a guideline. Consequently, we interpret basic logical competencies as the insightful readiness of a student to react appropriately to a specific type of mathematical-logical challenge in given situations.

3.1 The participants of our study

Since the distance from the school to the students’ home is a central factor in the admission of students to schools, it is assumed that the majority of our student participants live close to the city centre and have high socio-economic background as the residential area near the centre is rather expensive. The high socio-economic background of students lead to the assumption that students are familiar with working and learning with technologies in their homes, as opposed to using the technologies for leisure without learning support. The socio-economic gradient of the Pisa study (OECD 2015 ) also supported this assumption. Following the socio-economic gradient, there is a positive correlation between economic and social status on the one hand and the competence levels achieved by students in the fields of science and technologies on the other hand.

Three groups of learners with a total of 47 students participated in our educational case study. The learners attended 9th grade and were between 13 and 15 years old. Our educational case study undertook four lessons per group – two double lessons each. In the teaching units, students formed groups of two or three. Each group of two or three had a Logifaces set with 16 stones and a computer with Internet access.

3.2 The implementation of our study

A young teacher led the units, and a researcher was present in each unit. The researcher observed the learning activities of the students and took notes of the lessons, and at the same time offered help if the students had problems. In this support of the students, the researcher also conducted mini-interviews with the students to discover what was causing problems. After each double lesson, written feedback was collected from all students. When giving written feedback, students were also asked to record their satisfaction or dissatisfaction with the design elements of the lesson. Students were asked to pay particular attention to interaction with classmates and their teachers, task communication, task design and teacher expectations.

4 Methodological framework

To identify which design elements could be relevant to students when learning basic logical competencies in a technology-enhanced and real-world object based learning environment, we conducted an educational case study.

4.1 Using case study principles to reach our research goal

Since using case studies has a long tradition in mathematics education research in examining students’ solution processes and methods (e.g. Cobb 1986 ), this research method should also be appropriate for our study. Furthermore, as case studies can be used not only to investigate solution processes and methods in problem-solving but also to explore students’ emotions when solving problems in mathematics classrooms (Eynde and Hannula 2006 ), using case study principles should provide valuable results for our research aims. Our study focused on students solving a particular problem (developing an MS Excel program to solve the Logifaces problem) and our research goal was to explore which design elements could be relevant for students in technology-enhanced and real-world object based learning environments.

According to Cohen et al. ( 2007 ), case studies require a clearly defined limited system of real people in real situations experiencing a specified intervention . This limited system of real people in real situations should extend the understanding of concrete ideas and interventions beyond abstract theories. In this study, the limited system was defined as three groups of students throughout four teaching units. The situation to be investigated was defined as the students of these three groups, or more precisely students’ needs and requirements concerning a technology-enhanced learning environment based on real-world objects when learning basic logical competencies. The intervention included basic logical competencies were learned by students using Logifaces-stones and MS Excel.

According to the work of Yin ( 1984 ), our educational case study can be characterised as an explorative case study. The explorative character of our educational case study is because our study aims to develop hypotheses regarding design elements of learning environments in which real-world objects and technologies are linked. According to Cohen et al. ( 2007 ), among others, participatory observations or post-observation recordings are data collection methods that generally apply to case studies and are specifically appropriate for our case. Participatory observations were selected as the data collection instrument because a researcher was present in all teaching units and also interacted with the students when needed. The interactions of the researcher with the students also resulted in ongoing mini-interviews (Bakker and van Eerde 2015 ). The mini-interviews always lasted less than 3 min and were intended to help clarify why students encountered difficulties. The researcher made observational recordings immediately after the occurrence of any phenomena or after conducting mini-interviews. The data collected during the lessons were supplemented with final written feedback from students after each double lesson. According to Kane and Staiger ( 2012 ), collecting supplementary observation data through student feedback should lead to an increase in educational quality. Written feedback was chosen as a data collection tool to gather feedback from all students and to make it clear that their feedback could not be traced back. By making written feedback untraceable, it could be expected that the honesty of student’s feedback was possibly increased.

4.2 Using grounded theory approaches when collecting and evaluating research data

When collecting and evaluating research data, we applied techniques and principles of grounded theory approaches (GTA). In our study, we followed the constructivist interpretation of GTA (Charmaz 2006 ) and a GTA interpretation according to Strauss and Corbin (Khan 2014 ). A constructivist interpretation of GTA and a GTA interpretation according to Strauss and Corbin means, on the one hand, that the previous knowledge of researchers and the current scientific body of knowledge should be included in the development of theories and hypotheses. On the other hand, this interpretation of a GTA follows that any hypothesis or theory developed in the course of research depends on the perspectives of researchers and cases under investigation.

This constructivist interpretation of GTA was particularly relevant to our exploratory educational case study, as, on the one hand, the researchers could not be described as neutral, as they sometimes took on participating and supporting roles. On the other hand, it must be assumed that theories and hypotheses on design elements of technology-enhanced and real-world object based learning environments developed in our exploratory education case study would have been different if our study had been conducted with other classes, at a different time, or at other schools. According to Cohen et al. ( 2007 ), results or hypotheses that depend on the framework conditions of a study are a specific feature of case studies. However, if the conditions and frameworks of the study or case are described in detail, theories or hypotheses developed in a case study can be applied to similar cases, phenomena or situations.

4.3 Coding techniques of grounded theory approaches

In analysing the research data and developing theories and hypotheses, we have followed a four-part approach, namely: 1) screening of new data, 2) open coding, 3) axial coding, and 4) selective coding.

We followed Ritchie’s ( 2012 ) approach to initially view the new data. Initially viewing new data means that, in a first step, all researchers read the newly collected raw data. This repeated reading of the raw data was intended to give all researchers an overview of the current status of our educational case study and to be able to derive initial topics from the raw data. In the next step, the newly collected raw data were transcribed and then coded using a QDA software. Our approach to coding is based on the theoretical guidelines and practical applications of Breuer et al. ( 2009 ), Charmaz ( 2006 ) and Mey and Mruck ( 2011 ).

In the first phase of coding, we applied the techniques of open coding. The goal of open coding is to break up the collected data. To break up the collected data, we asked the questions what, how and why. The resulting first open codes were then grouped according to similar characteristics and definitions and provided with new keywords. This grouping of first open codes resulted in open codes of a higher degree of abstraction (see Table 1 , columns 1 and 2).

The open codes of a higher degree of abstraction were then used for axial coding. By coding open codes axially, a synthesis of the research data should be achieved again. In axial coding, open codes were grouped around a central open code (phenomenon) according to causes, activities and consequences (see Fig.  2 ). The open codes of the area of activities were then grouped and used as categories for selective coding. For selective coding, these categories were linked, and dependencies were identified. Identifying dependencies allowed us to develop the design elements relevant for students in terms of technology-enhanced and real-world object based learning environments for learning basic logical competencies core categories: (A) Using open tasks with multiple solutions, (B) Just-in-time feedback and (C) Novelty effects in the learning process.

Prototypical process of axial coding

Student quotes given in the section Results have been translated from German to English by us. Individual student quotes were accompanied by information whether this feedback was collected via written feedback [F] or mini-interview [I]. If feedback was collected via mini-interviews, the composition of the student group in terms of gender is also given. Here, g stands for girl and b for boy.

Examining and analysing students’ feedback to explore which design elements could be relevant when learning basic logical competencies in a learning environment where real-world objects and technologies are combined, demonstrated that A) Using open tasks with multiple solutions, B) Just-in-time feedback and C) Novelty effects in the learning process are central to students in our exploratory educational case study.

In developing the design elements of the learning environment that are central to students in our study, we did not focus on the feedback related to learning environments per se – i.e. combining technologies, using Logifaces and the intended learning of mathematics. Instead, we focused on the design elements that are central to students in such a learning environment. As the design elements central to students, we qualified those student feedbacks which could be central to students’ learning or motivation, and which could support or hinder learning processes.

5.1 Using open tasks with multiple solutions

A key design element for students in our exploratory educational case study was that students were able to take their learning paths in solving the problem, using their strategies. The students described the associated thinking and experimenting with their strategies or solutions as very motivating.

[F] It was good that you were able to work at your own pace and that you could work on your own idea and not just have to meet specifications. [I, b-b-b] The fact that you can or have to think for yourself before working is really good.

In this process of learning, students described the task as a brainteaser rather than a classical mathematics task. According to the teacher’s feedback, working on this brainteaser activated students much more during lessons than usual. In this context, the teacher mentioned that a high involvement could be observed in mathematical high-achievers as well as in mathematical low-achievers. An increase in activity and motivation of otherwise mathematically below average successful students is reflected in the following quote.

[I, b-b] It is really cool that we can learn and do brainteasers at the same time. [F] I liked the fact that we were able to do more tinkering and puzzling around in the classroom than just learning normally in class.

When working on open-tasks with multiple solutions, it was positive for students that new mathematical or technological knowledge or competencies could be associated with achieving a concrete goal. Students emphasised that it was positive that only those new concepts were learned that could be used immediately when utilising a new solution strategy.

[I, g-g] We learn exactly just the things we need to solve the problem – we would not have learned these things otherwise, would we?

A key design element for students in our exploratory educational case study was that tasks were open-ended and there were several possible solutions. Achieving these open tasks was described by students as a brainteaser rather than an everyday mathematics lesson. When processing these brainteasers, it was crucial for the students that only those new concepts were introduced that were needed in the specific case.

5.2 Just-in-time feedback

When experimenting with Logifaces stones and Excel, it was vital for students of our study that they received immediate feedback or knew that they could get feedback at any time. Students emphasised that they found it enjoyable that a teacher and another person they could ask were present in all lessons.

[F] A good thing about the lessons was that you could always ask the teacher or the other person if your concept is right and what the commands are to realise your concept.

In addition to teachers’ feedback, students also pointed out in their feedback that classmates as feedback providers were an essential element of our case study. In connection to classmates as feedback providers, it was emphasised that classmates were consulted both when problems were acute and when feedback on new strategies or ideas for solving the problem was needed.

[I, b-b] Working or learning in a group is really great. We only argue from time to time how we will implement our ideas. Do not think about it, it is quite normal for us. [F] It was good that in a first step you could immediately ask your seat neighbour if you did not understand something.

In addition to feedback on concrete strategies or ideas for solving the mathematical-logical problem of our case study, it was vital to students that the learning goal and task communication were clear and that questions concerning learning goal or task could be asked at any time.

[I, g-g-g] It was really good that you explained at the beginning exactly what we should do – and thank you that we can ask you again because we do not know all the details. [F] If the task and the images related to the task would have remained visible on the beamer for the whole lesson, that would have helped. But as we could always ask you, it was not that bad.

However, not only the teacher or classmates were described by the students as feedback instruments. Also Logifaces-stones and Excel could be used to test developed strategies for solving the mathematical-logical problem was described by the students as a means of feedback.

[I, b-b] Experimenting with the stones and the program is cool – and you can immediately check if the program is correct.

In summary, feedback for students is a key design element in our exploratory educational study. The decisive aspect for the students in our study was, on the one hand, that they could choose from a variety of feedback options. On the other hand, the feedback from the students made it evident that regardless of the type of feedback, it was important for the students that the desired feedback medium was available immediately when questions or problems arose. Thus, not only just-in-time learning but also just-in-time feedback was a central design element for the students of our exploratory educational study.

5.3 Novelty effects in the learning process

Students’ feedback made it clear that what was new or different in our exploratory educational study was a key design element for the students in our study. Students often described the new or different in our study in an undifferentiated way, merely contrasting the new or different with everyday teaching.

[I, b-b] Today it is a real change compared to normal lessons – that is exciting. [F] What I liked about working with Logifaces was that it was really creative and different learning than usual.

However, much of students’ feedback also related to concrete design elements of our study. An essential aspect for the students was combining mathematics learning as well as using Logifaces-stones and technologies. The surprise associated with this combination had a positive effect on the students’ motivation, which can be found in the teaching notes as well as in the written feedback from the students:

[F] I found working with the building blocks really interesting and I would not have thought at first that the building blocks could have anything to do with mathematics or information.

In addition to combining mathematics, Logifaces-stones and technologies, new insights into the potential uses of Excel were a design element of our study that was remarkable for students.

[I, b-b-b] These lessons reveal just how powerful Excel actually is ... I would not have thought that you can almost do coding with Excel.

The feedback revealed that learning in our case study was always exciting and therefore motivating for students when something new or unexpected occurred during the learning process. This new or unexpected could refer to the design as a whole or very specific elements of our exploratory educational case study.

6 Discussion

In our explorative educational case study, examining how real-world objects and technologies could be combined in mathematics learning, the analysis of students’ feedback indicated that key design elements in the learning process were A) using open tasks with multiple solutions, B) just-in-time feedback, and C) novelty effects .

The importance of using multi-step open tasks to improve the quality of mathematics teaching has already been identified by Carreira and Baioa ( 2018 ) and Heck ( 2010 ). Following Carreira and Baioa ( 2018 ), real-world problems, and therefore problems that are open-ended and allow multiple solutions, should lead to students using school and non-school knowledge and competencies in solving these tasks in mathematics lessons. Heck ( 2010 ) emphasises that one of the advantages of using real-world problems is that students learn like scientists when dealing with such problems. Also, treating open tasks with multiple solutions could be described as learning and researching like real scientists. Results of our study add to these findings dealing with real-world or open-ended problems with multiple solutions could improve not only the quality of mathematics teaching but also the motivation of students. Findings of Noss and Hoyles ( 2010 ) and Noss et al. ( 1997 ) suggest that learning environments could be developed into laboratories by using technologies. In such environments, mathematical content could be explored experimentally and creatively following the feedback from students in our exploratory educational study.

Furthermore, according to students’ feedback, it could be concluded that this learning environment could increase students’ motivation, which, in turn, should have a positive effect on students’ learning outcomes.

Similar to Tabach et al. ( 2006 ), students in our exploratory educational study showed considerable cognitive gains in learning logical operations according to their feedback. If students are to achieve significant cognitive gains in open and real-world problem-based learning environments, it was important for students in our study to receive continuous feedback on their problem-solving strategies and help when the learning process has stalled; feedback on solution strategies concerned using technologies and real-world objects. Using technologies and real-world objects as feedback tools means, following the feedback of the students of our study, that the developed Excel program and the Logifaces-stones were used to examine if the logical operations were used correctly. Furthermore, it was also essential for students of our study to get personal feedback. The personal feedback included feedback from the teacher as well as feedback from classmates. This high demand for personal feedback from the students in our study confirms the results of Clarkson ( 2003 ) that learning logical operators and the associated communication regarding logical operators could also improve the students’ language skills.

The importance of novelty effects in the learning process for the students in our study extends the findings of Carreira and Baioa ( 2018 ) and Heck ( 2010 ) as well as Noss and Hoyles ( 2010 ) and Noss et al. ( 1997 ). For students in our study, it was essential to be able to learn with real-world problems like a real scientist (Carreira and Baioa 2018 ; Heck 2010 ) and to expand knowledge experimentally and creatively in laboratory-like learning environments (Noss and Hoyles 2010 ; Noss et al. 1997 ). It was equally important to students that new and unexpected insights could be gained during these learning processes.

Analysing feedback from students in our exploratory educational study highlighted the importance for students of addressing real-world and open problems in class. In dealing with these real-world and open problems, students wanted to be able to use their ideas and strategies, and experiment with these ideas and strategies. In order to facilitate experimentation with their ideas, it could be fruitful to combine technological and real-world object-based learning environments. When experimenting with their ideas and using self-developed strategies, the students of our study were motivated by the fact that they not only gained insights that could have been gained in a teacher-centred classroom. Students of our study emphasised that it was central to them that new and unexpected things could be discovered while learning. In order to discover new and unexpected things, it was vital for the students of our study that they had confidence in the learning process. In order to have confidence in the learning process, it was important for the students of our exploratory educational study to be able to receive feedback when needed. This feedback could be either personal or technology based.

7 Conclusion and implications for education

To find out which design elements are essential for students to learn basic logical skills in a learning environment where real-world objects and technologies are linked, we conducted an exploratory educational study. Analysing students’ feedback demonstrated that using open tasks with multiple solutions, just-in-time feedback and novelty effects in the learning process was key for students in our study. In this context, it was interesting to note that those activities that were cognitively most challenging were most often positively mentioned by the students. It was the ‘puzzling around’ and experimenting, which was described by the students as particularly motivating elements of our study. In this puzzling around or experimenting with their solution strategies, it was also crucial for the students in our study that new or unexpected things could be discovered in these challenging processes. According to these results of our exploratory educational study, essential design elements of a productive mathematics learning environment are that students have challenging tasks to solve in the course of which new and, above all, unexpected things can be discovered. To ensure that the learning process in such environments is not overstrained, it was crucial for the students of our study that there is a rich repository of feedback possibilities. What was interesting in terms of feedback possibilities was that using technologies and the associated testing of solutions was described by the students as feedback. This possibility of using technologies could also be helpful in other mathematics learning settings and could increase students’ confidence in mathematics learning, as well as accessible to a wider and/or different skill set of teachers, for example by moving the feedback task further from teacher to technology.

Challenging and demanding tasks in combination with real-world objects and technologies as well as the provision of personal and technological feedback make it evident that the designers and implementers of such learning settings should currently be highly qualified. Designers and implementers of such learning settings are usually only one person – the teacher. To be able to use the potential of a mathematics learning environment based on real-world tasks, real-world objects and technologies in the best possible way, highly trained teachers are required.

Specific tasks and requirements for such teachers in a learning environment such as in our exploratory educational study were not investigated in this study but will be the focus of our next research step. It is the intention that this will allow us to identify teacher training requirements and also how or if certain tasks e.g. feedback, may be flexibly allocated between teacher and technology making the learning environment accessible to a wider and/or different skill set of teachers.

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Acknowledgements

At this point we would like to thank the teachers and the management of the Akademisches Gymnasium Wien, who made our case study possible. A special thanks goes to Alexander Kandl and Katharina Krebs from the management as well as to Michael Molnar and the teaching team.

Open access funding provided by Johannes Kepler University Linz.

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Weinhandl, R., Houghton, T. & Lavicza, Z. A case study on learning basic logical competencies when utilising technologies and real-world objects. Educ Inf Technol 26 , 639–653 (2021). https://doi.org/10.1007/s10639-020-10282-5

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More From Forbes

Curiosity: the superpower for success in the workplace and at home.

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Dr. D’Amico is the Founder of Vetta Consultants, LLC , an executive coaching firm in Los Angeles.

In a rapidly changing and increasingly complex world, the value of technical skills and knowledge can depreciate with time. However, one timeless skill stands out as a superpower in the workplace and at home: curiosity. This innate desire to explore, understand and question enriches our lives and drives innovation and improvement in various domains.

In the workplace, curiosity acts as the fuel for innovation and creativity. It encourages individuals to question the status quo, explore new possibilities and think outside the box. This relentless pursuit of knowledge and understanding can lead to the discovery of unique solutions to complex problems and the development of groundbreaking products and services. Organizations that cultivate a culture of curiosity often find themselves at the forefront of their industries, leading the charge toward the future.

Change is constant. Adaptability is key to survival and success. Curious individuals are naturally more adaptable because they continuously learn and expand their horizons. This continuous pursuit of knowledge ensures they can navigate uncertainties and adapt to new situations more efficiently. In the workplace, this translates to a workforce that can swiftly pivot in response to market changes. At home, it means being better equipped to handle life's unpredictability.

Seek To Understand, Listen To Learn

Curiosity plays a crucial role in building and maintaining solid relationships. We foster deeper connections and understanding by showing genuine interest in others' thoughts, feelings and experiences. Curious individuals are often excellent listeners and communicators, invaluable traits in any relationship. They approach new relationships and opportunities with a growth mindset, an almost child-like curiosity and a willingness to learn. Curiosity enhances team dynamics and professional collaboration and strengthens bonds with co-workers, family and friends.

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At its core, curiosity is a fundamental part of personal growth. It pushes individuals to learn, grow and challenge themselves continuously. This pursuit of personal development is deeply satisfying and contributes to overall happiness and fulfillment. Moreover, curious people often find joy in learning, regardless of the outcome, leading to a more engaging and fulfilling life.

Curiosity is also closely linked to effective problem-solving. By fostering an inquisitive mindset, individuals are more likely to approach challenges with an open mind and consider multiple perspectives and solutions. This approach increases the likelihood of solving complex problems and encourages more innovative and effective solutions. This ability can lead to better decision-making and outcomes in both professional and personal contexts.

Promoting Inclusivity Through Curiosity

Curiosity is also a powerful tool for creating more inclusive environments. By fostering a genuine interest in the perspectives, experiences and cultures of others, curiosity helps break down barriers and build a foundation of mutual respect and understanding. In professional settings, curious leaders and team members are more likely to recognize and value diverse viewpoints, leading to more inclusive decision-making processes, collaboration, innovation and a culture where everyone feels seen and heard.

At home, a curious attitude toward understanding different cultures, beliefs and lifestyles can enrich family life, fostering an open-minded and accepting atmosphere. Encouraging questions and exploring different perspectives can help children and adults develop empathy and a global mindset, preparing them to navigate a diverse world with compassion and respect. Curiosity can bridge gaps, dissolve prejudices and pave the way for more inclusive communities.

How Can We Cultivate Curiosity?

Recognizing the value of curiosity is the first step; actively cultivating it is the next. Encourage questions from others, ask questions of your own, listen to the answers, seek out new experiences and embrace the unknown. Take on new projects at work, explore new hobbies, engage in lifelong learning or make an effort to understand a different perspective or a new culture; the opportunities to nurture curiosity are endless.

Curiosity is more than just a trait; it's a superpower that can lead to significant advancements in professional and personal arenas. By embracing and cultivating curiosity, individuals and organizations can unlock unique possibilities to navigate the complexities of the modern world with greater ease and success.

This case study examines how curiosity facilitated significant growth in Elizabeth, a mid-level manager at a technology firm facing leadership challenges.

Despite being technically proficient, Elizabeth struggled with employee engagement and team motivation. She was skeptical when the organization brought me in to help. She didn’t trust me or the process.

I began the coaching process by cultivating a deep sense of curiosity about her personal leadership style, her team dynamics and the organizational culture. I used several key strategies:

• Open-ended questioning: Using open-ended questions encouraged Elizabeth to reflect deeply on her own experiences and assumptions. Questions like "What do you think motivates your team?" and "How do you react to conflict?" opened up exploratory dialogues. I truly wanted to learn about her and her team and open up a conversation that would strengthen my understanding of who Elizabeth was without judgment.

• Active listening: By asking questions and actively listening to Elizabeth, I gained her trust and demonstrated how to value team members' input, an essential skill Elizabeth needed to develop.

• Encouraging self-inquiry: I guided Elizabeth to become curious about her leadership practices and how they affected her team.

Over several sessions, Elizabeth was encouraged to observe and question her interactions with her team and the outcomes of those interactions. This approach helped Elizabeth do two things:

1. Recognize areas where she previously lacked awareness, particularly around the impact of her communication style.

2. Explore new leadership strategies, such as inclusive decision-making and recognizing individual team member contributions.

As a result of being curious and reflective, Elizabeth reported improved engagement from her team, which was noted by increased participation in meetings and more proactive contributions to projects. Employee satisfaction scores within Elizabeth’s team also rose by 20% within six months, as reported in organizational surveys.

Curiosity empowered Elizabeth to discover and refine her leadership capabilities and fostered a more open, communicative and motivated team environment. This case study underscores the power of curiosity to facilitate meaningful change and development. Through the lens of curiosity, leadership coaching can transform potential into success, benefiting individuals and their organizations alike.

Forbes Coaches Council is an invitation-only community for leading business and career coaches. Do I qualify?

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Reproductive rights in America

What's at stake as the supreme court hears idaho case about abortion in emergencies.

Selena Simmons-Duffin

The Supreme Court will hear another case about abortion rights on Wednesday. Protestors gathered outside the court last month when the case before the justices involved abortion pills. Tom Brenner for The Washington Post/Getty Images hide caption

The Supreme Court will hear another case about abortion rights on Wednesday. Protestors gathered outside the court last month when the case before the justices involved abortion pills.

In Idaho, when a pregnant patient has complications, abortion is only legal to prevent the woman's death. But a federal law known as EMTALA requires doctors to provide "stabilizing treatment" to patients in the emergency department.

The Biden administration sees that as a direct conflict, which is why the abortion issue is back – yet again – before the Supreme Court on Wednesday.

The case began just a few weeks after the justices overturned Roe v. Wade in 2022, when the federal Justice Department sued Idaho , arguing that the court should declare that "Idaho's law is invalid" when it comes to emergency abortions because the federal emergency care law preempts the state's abortion ban. So far, a district court agreed with the Biden administration, an appeals court panel agreed with Idaho, and the Supreme Court allowed the strict ban to take effect in January when it agreed to hear the case.

Supreme Court allows Idaho abortion ban to be enacted, first such ruling since Dobbs

The case, known as Moyle v. United States (Mike Moyle is the speaker of the Idaho House), has major implications on everything from what emergency care is available in states with abortion bans to how hospitals operate in Idaho. Here's a summary of what's at stake.

1. Idaho physicians warn patients are being harmed

Under Idaho's abortion law , the medical exception only applies when a doctor judges that "the abortion was necessary to prevent the death of the pregnant woman." (There is also an exception to the Idaho abortion ban in cases of rape or incest, only in the first trimester of the pregnancy, if the person files a police report.)

In a filing with the court , a group of 678 physicians in Idaho described cases in which women facing serious pregnancy complications were either sent home from the hospital or had to be transferred out of state for care. "It's been just a few months now that Idaho's law has been in effect – six patients with medical emergencies have already been transferred out of state for [pregnancy] termination," Dr. Jim Souza, chief physician executive of St. Luke's Health System in Idaho, told reporters on a press call last week.

Those delays and transfers can have consequences. For example, Dr. Emily Corrigan described a patient in court filings whose water broke too early, which put her at risk of infection. After two weeks of being dismissed while trying to get care, the patient went to Corrigan's hospital – by that time, she showed signs of infection and had lost so much blood she needed a transfusion. Corrigan added that without receiving an abortion, the patient could have needed a limb amputation or a hysterectomy – in other words, even if she didn't die, she could have faced life-long consequences to her health.

Attorneys for Idaho defend its abortion law, arguing that "every circumstance described by the administration's declarations involved life-threatening circumstances under which Idaho law would allow an abortion."

Ryan Bangert, senior attorney for the Christian legal powerhouse Alliance Defending Freedom, which is providing pro-bono assistance to the state of Idaho, says that "Idaho law does allow for physicians to make those difficult decisions when it's necessary to perform an abortion to save the life of the mother," without waiting for patients to become sicker and sicker.

Still, Dr. Sara Thomson, an OB-GYN in Boise, says difficult calls in the hospital are not hypothetical or even rare. "In my group, we're seeing this happen about every month or every other month where this state law complicates our care," she says. Four patients have sued the state in a separate case arguing that the narrow medical exception harmed them.

"As far as we know, we haven't had a woman die as a consequence of this law, but that is really on the top of our worry list of things that could happen because we know that if we watch as death is approaching and we don't intervene quickly enough, when we decide finally that we're going to intervene to save her life, it may be too late," she says.

2. Hospitals are closing units and struggling to recruit doctors

Labor and delivery departments are expensive for hospitals to operate. Idaho already had a shortage of providers, including OB-GYNS. Hospital administrators now say the Idaho abortion law has led to an exodus of maternal care providers from the state, which has a population of 2 million people.

Three rural hospitals in Idaho have closed their labor-and-delivery units since the abortion law took effect. "We are seeing the expansion of what's called obstetrical deserts here in Idaho," said Brian Whitlock, president and CEO of the Idaho Hospital Association.

Since Idaho's abortion law took effect, nearly one in four OB-GYNs have left the state or retired, according to a report from the Idaho Physician Well-Being Action Collaborative. The report finds the loss of doctors who specialize in high-risk pregnancies is even more extreme – five of nine full time maternal-fetal medicine specialists have left Idaho.

Administrators say they aren't able to recruit new providers to fill those positions. "Since [the abortion law's] enactment, St. Luke's has had markedly fewer applicants for open physician positions, particularly in obstetrics. And several out-of-state candidates have withdrawn their applications upon learning of the challenges of practicing in Idaho, citing [the law's] enactment and fear of criminal penalties," reads an amicus brief from St. Luke's health system in support of the federal government.

"Prior to the abortion decision, we already ranked 50th in number of physicians per capita – we were already a strained state," says Thomson, the doctor in Boise. She's experienced the loss of OB-GYN colleagues first hand. "I had a partner retire right as the laws were changing and her position has remained open – unfilled now for almost two years – so my own personal group has been short-staffed," she says.

ADF's Bangert says he's skeptical of the assertion that the abortion law is responsible for this exodus of doctors from Idaho. "I would be very surprised if Idaho's abortion law is the sole or singular cause of any physician shortage," he says. "I'm very suspicious of any claims of causality."

3. Justices could weigh in on fetal "personhood"

The state of Idaho's brief argues that EMTALA actually requires hospitals "to protect and care for an 'unborn child,'" an argument echoed in friend-of-the-court briefs from the U.S. Conference of Catholic Bishops and a group of states from Indiana to Wyoming that also have restrictive abortion laws. They argue that abortion can't be seen as a stabilizing treatment if one patient dies as a result.

Thomson is also Catholic, and she says the idea that, in an emergency, she is treating two patients – the fetus and the mother – doesn't account for clinical reality. "Of course, as obstetricians we have a passion for caring for both the mother and the baby, but there are clinical situations where the mom's health or life is in jeopardy, and no matter what we do, the baby is going to be lost," she says.

The Idaho abortion law uses the term "unborn child" as opposed to the words "embryo" or "fetus" – language that implies the fetus has the same rights as other people.

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Mary Ziegler , a legal historian at University of California - Davis, who is writing a book on fetal personhood, describes it as the "North Star" of the anti-abortion rights movement. She says this case will be the first time the Supreme Court justices will be considering a statute that uses that language.

"I think we may get clues about the future of bigger conflicts about fetal personhood," she explains, depending on how the justices respond to this idea. "Not just in the context of this statute or emergency medical scenarios, but in the context of the Constitution."

ADF has dismissed the idea that this case is an attempt to expand fetal rights. "This case is, at root, a question about whether or not the federal government can affect a hostile takeover of the practice of medicine in all 50 states by misinterpreting a long-standing federal statute to contain a hidden nationwide abortion mandate," Bangert says.

4. The election looms large

Ziegler suspects the justices will allow Idaho's abortion law to remain as is. "The Supreme Court has let Idaho's law go into effect, which suggests that the court is not convinced by the Biden administration's arguments, at least at this point," she notes.

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Whatever the decision, it will put abortion squarely back in the national spotlight a few months before the November election. "It's a reminder on the political side of things, that Biden and Trump don't really control the terms of the debate on this very important issue," Zielger observes. "They're going to be things put on everybody's radar by other actors, including the Supreme Court."

The justices will hear arguments in the case on Wednesday morning. A decision is expected by late June or early July.

Correction April 23, 2024

An earlier version of this story did not mention the rape and incest exception to Idaho's abortion ban. A person who reports rape or incest to police can end a pregnancy in Idaho in the first trimester.

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