Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

  • What do you want students to learn from the discussion of the case?
  • What do they already know that applies to the case?
  • What are the issues that may be raised in discussion?
  • How will the case and discussion be introduced?
  • What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
  • What directions do you need to provide students regarding what they are supposed to do and accomplish?
  • Do you need to divide students into groups or will they discuss as the whole class?
  • Are you going to use role-playing or facilitators or record keepers? If so, how?
  • What are the opening questions?
  • How much time is needed for students to discuss the case?
  • What concepts are to be applied/extracted during the discussion?
  • How will you evaluate students?

To find other cases that already exist, try the following websites:

  • The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
  • A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

  • World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

Creative Commons License

Teaching Guides

  • Online Course Development Resources
  • Principles & Frameworks
  • Pedagogies & Strategies
  • Reflecting & Assessing
  • Challenges & Opportunities
  • Populations & Contexts

Quick Links

  • Services for Departments and Schools
  • Examples of Online Instructional Modules

Case studies

Students role-playing a psychology appointment

.css-7qmtvr{overflow:hidden;max-height:108px;text-indent:0px;} What simulations bring to teaching soft skills

Daniel Brown, Krystal Schaffer, Kim Stewart

University of Southern Queensland

AI tutor concept

Can AI offer everyone a personal tutor 24/7?

Steve Hill, Quintus Stierstorfer

Emperor penguin on ice sheet

How environmental issues can unite and inspire diverse student groups

Jim Entwistle

Teesside University

Architecture internship

Balancing career readiness and finances: the case for abbreviated internships

Margarita McGrath

Virginia Tech

Illustration of human and robot in an arm wrestle

RIP assessment?

Abby Osborne , Christopher Bonfield

University of Bath

Multiracial group of students taking a selfie in the park

Where’s Hector? How a scavenger hunt helps first-year students explore the university campus

Hector Viveros Tapia

Macquarie University

digital dentistry technician

An inter-university and interdisciplinary approach to dental education

Péter Hermann, Szandra Körmendi

Semmelweis University

Calendar

Tips on implementing a more agile and responsive assessment extensions process

Eloise Ellis, Kay Yeoman, Karin Goodby

University of East Anglia

Woman choosing between chocolate and apple

What does it take to encourage students to use their voice?

University of Southampton

rainbow pencils Pride concept writing

‘Creative writing can be as impactful as an academic paper’

Emily Downes

Young woman podcaster

Hybrid learning through podcasts: a practical approach

Catherine Chambers

Keele University

Teambuilding concept

Can well-being programmes attract world-class talent to an institution?

Ron Fricker

VR tour of the music centre at the Univrsity of Manchester

How to use 3D scanning technology to create virtual tours for your students

Alexandra McGaughrin Cross

University of Manchester

assessment concept

Leveraging LLMs to assess soft skills in lifelong learning

Georgia Tech’s Center for 21st Century Universities

using AI concept

How students’ GenAI skills and reflection affect assignment instructions

Vincent Spezzo, Ilya Gokhman

Food bank workers packing up the produce

Using experiential learning to teach international relations

Adrian Man-Ho Lam

The University of Hong Kong

AI in healthcare concept

Charting the future: ChatGPT’s impact on nursing education and assessments

Dianne Stratton-Maher

female student working on laptop

Using reflective practice to support postgraduate studies in the biosciences

Jo Haszczyn , Johanna Fish , Jennifer Tullet

University of Southampton, University of Kent

Doctors performing heart surgery

How to train world-champion cardiologists

Gellér László, Zoltán Salló, Nándor Szegedi

Student in library stacks

A framework to teach library research skills

Anna Hvass, Karen Rolfe, Siân Furmage , Michael Latham

Hand holding three gold medals

Going for gold: how to craft a winning TEF submission

Emily Pollinger , Julian Chaudhuri

students playing a board game

Creating an impactful social group for neurodivergent students

Ben Roden-Cohen, Brooke Szücs

The University of Queensland

hands typing on a laptop, open research concept

Sharing qualitative research through open access

Nathaniel D. Porter

Row of children reading colourful books

Using storybooks to share research with a wider audience

Dominic Petronzi , Dean Fido, Rebecca Petronzi

University of Derby

US notes and coins

Making higher education accessible for students with unmet financial need

volunteers packing food supplies

A food pantry can help support your campus through the cost-of-living crisis

Lauren Dinour, Fatima deCarvalho, Karina Escobar

Montclair State University

box of groceries

Nourishing bodies and minds: the vital role of a student food pantry

Isabelle Largen

A lifesaver represents career support for academics on extended leave

Support for faculty on long-term leave is a career lifeline

Theresa Mercer , Jim Harris, Ron Corstanje, Chhaya Kerai-Jones

Cranfield University

Three designers discussing ideas at a table in an office

Use design thinking principles to create a human-centred digital strategy

Joe Holland

University of Exeter

Film set

Film storytelling can enhance learning in STEM subjects

Arijit Mukhopadhyay

University of Salford

Euros in wallet

Creating safe spaces for students to talk about financial difficulties

Caroline Deylaud Koukabi, Joanna West

University of Luxembourg

Students playing table tennis

How our Study Together programme promotes belonging and improves well-being

Gemma Standen

Class of students using Etherpad to discuss learning points

Use Etherpad to improve engagement in large transnational classes

Xi’an Jiaotong-Liverpool University 

Crowd at Euston station, London

How to harness community knowledge to tackle complex policy challenges

Saffron Woodcraft, Joseph Cook

University College London

Male pharmacist at work

What we learned from a pilot study aimed at getting first-generation students into pharmacy

Carl Harrington, Rosemary Norton

Pottery wheel

Fostering student co-creation to give back to the community

Martha Sullivan

College students in the library

How to keep first-generation students engaged throughout the academic year

Araceli Martinez , Athina Cuevas

Chapman University

Students working together at a laptop

We used a hybrid escape room to dramatically boost student attendance

Erick Purwanto, Na Li, Ting Ting Tay

A teacher shows a students how to code

A road map for advancing digital inclusion for your students, staff and community

Raheel Nawaz

Staffordshire University

Group of three multiracial people talking

Building trust in research: how effective patient and public involvement can help

Gary Hickey

Community meeting

Community organising: a case study in parent engagement

Michael Bennett

King’s College London

Students sitting together against a wall

Designing 24/7 hubs for students

Kieron Broadhead

Sheet music lying on moss

Using partnerships to establish and build on project success

Dominic Wood

Royal Northern College of Music (RNCM)

A street crowd in Bangalore

Case study: how to do an independent evaluation on homelessness on six continents

Suzanne Fitzpatrick

Heriot-Watt University

Young male journalism student

Embrace the chaos of real-world learning experiences

Small business owner working in inventory

Teaching business students how to prepare sustainability reports for SMEs

Ven Tauringana

Book with tree and compass green concept

How storytelling boosts environmental impact and engagement

Denise Baden

Female waste pickers in India

Bring the SDGs into the classroom through role play and gamification

Shelini Surendran, Kat Mack, Anand Mistry

University of Surrey

Group of happy multiracial students

How to support international students’ smooth transition to a new country

Mengping Cheng

Te Whare Wānanga o Waitaha | University of Canterbury

Fingers on keyboard, trolling concept

Dealing with abuse after public commentary

Michael Head, Larisa Yarovaya , Ashton Kingdon , Millie Downer

Student in chemistry lab

Messy decisions and creative science in the classroom

Charlotte Dodson, Steve Flower

Female engineering students working on a robotics project

Transforming the classroom through experiential learning

Kate Williams

Therapy dog

How to combat the mental health crisis on campus

Jonathan Koppell

Asian student addressing class with microphone

Using the power of debate to enhance critical thinking

M. C. Zhang

Macau University of Science and Technology

High school students in lab

A case study in developing the next STEM generation

Michael Head, Jessica Boxall, Winfred Dotse-Gborgbortsi, Kathryn Woods-Townsend

Online learning in project management

Why we need a new model for professional development credentials

Mick Grimley

Dentistry procedure

Lessons learned from a fellowship year as a dentist and early career researcher

Dániel Végh

Lightbulb learning to learn

Learning to learn: developing students into effective lifelong learners

Kevinia Cheung

The Hong Kong Polytechnic University

youth panel

Using co-creation to make young people equal research partners

Kathryn Woods-Townsend

Mentoring session

Six lessons from facilitating a formalised mentoring programme

Karen Mather

Aerial view of students sitting on steps

Perfect doesn’t exist and other lessons from developing a whole-university well-being strategy

Ben Goose, Cassie Wilson

Vintage movie projector

Using film to prompt discussion in legal studies

Michael Randall

University of Strathclyde

Group of students in discussion

How supported social groups create safe spaces

Hannah Moore

Young women campaigning for more action on climate change

A practical approach to tackling eco-anxiety

Helen Hicks, Dawn Lees

young smiling woman using laptop

Nudge technology can help students re-engage

Group of multiracial students

A whole-campus approach to boost belonging for student success

Lorett Swank, Catherine Thomas

Medical student in virtual reality headset

Using VR to change medical students’ attitudes towards older patients

János Kollár

Mural showing diversity of Australia’s Indigenous people

Recognising First Nations through place: creating an inclusive university environment

Angela Leitch

Queensland University of Technology

Young teacher working with child

Undergraduate research to enrich teacher education

Molly Riddle, Jacquelyn J. Singleton, Cathy Johnson

Indiana University Southeast

high school student watching remote mathematics lecture on laptop

How to make dual-enrolment programmes work

Laura Brown Simmons

Ntarama church massacre memorial in Rwanda

A case for bringing ethics of friendship and care to academic research

Noam Schimmel

University of California, Berkeley

Teacher helping black student in computer class

Co-creation as a liberating activity

Terry Greene

Trent University

Group of three women talking

Steps to address the operational challenges of widening participation

Angus Howat

Students drinking coffee

From cohort to community: how to support student-led initiatives

Ranita Thompson, Joanne Walmsley, Ben Graham

Man climbing up-and-down graph-like staircase

How to sustain a journal and beat the academic publishing racket

James Williams, Asma Mohseni

Watering can with daisies

Grow your own accessibility allies

Luke Searle

“Feedback” appears in white text with a yellow background, with a contrast ratio of 1.7:1. The image has a reflection of an open window on it, making the text much harder to read. In some places the contrast of the text is as low as 1.0001:1

A colour matrix to make visual content more accessible

Matthew Deeprose

Three architecture students and an instructor work on a project

What is authentic enquiry learning?

Kate Black, Jonny Hall

Northumbria University

Illustration of man in keyhole-shaped light from hole in wall, escape concept

You wake up in a locked room… Using digital escape rooms to promote student engagement

Steven Montagu-Cairns

University of Leeds

row of seedlings with arrow to plant-covered globe

Charting a shared path to net zero universities

Shreejan Pandey, Rebecca Powell

Monash University

multiracial group of students eating burgers outside

Creating a reusable takeout dish programme on campus

Rojine McVea

University of Alberta

Two female students working together

Power to the people through automation of peer support programmes

Amanda Pocklington

Young girl school pupil looking through a microscope

How can universities get more school pupils enthusiastic about science?

Carl Harrington

Female medical student examining slide

Unifying theoretical and clinical education in a medical curriculum

László Köles

Woman holding light bulb with symbols of academic fields surrounding it

A campaign to communicate the impact of university research

Paul M. Rand

The University of Chicago

line of blocks with arrows on top face against blue background

‘I just wish all lecturers would use the VLE in the same way’

Alison Torn

Leeds Trinity University

Bag of groceries

A ‘grocery store’ model can help your campus food bank reduce waste

Erin O’Neil

Male healthcare working giving a presentation

Advice for lecturers on how to keep students’ attention

Kinga Györffy, András Matolcsy

Cropped image of hands of PhD candidate receiving their certificate

Individual consultations can help PhD students to complete their studies

Szabolcs Várbíró , Judit Réka Hetthéssy, Marianna Török

Young male entrepreneur working in a cafe with coffee and laptop

How to support students considering self-employment

Victoria Prince

Nottingham Trent University

Individual writing in a notepad with phone and ipad set aside

Silence is golden when you ‘shut up and write’ together

Kelly Louise Preece, Jo Sutherst

Group of young people in a circle all joining hands in the centre

Why we start undergraduate transdisciplinary research from day one

Gray Kochhar-Lindgren, Julian Tanner

Primary school children with raised hands

Raising aspirations: lessons in running a young scholars programme

Valsa Koshy

Brunel University London

Summit of Ha Ling Mountain with Rundle Range and Banff National Park, Alberta, Canadian Rockies in the background

Restructuring a university, part one

Bill Flanagan

illustration of a man climbing a mountain with flag on top

Restructuring a university, part two

How to write more compelling awards entries

How to write better awards entries

Sam Russell

Arden University

Young Asian woman in red top happy in front of laptop

Using gamification as an incentive for revision

Teegan Green, Iliria Stenning, Rasheda Keane

illustration-photo composite of people seated around jigsaw pieces

Phenomenon-based learning: what, why and how

Sue Lee, Kate Cuthbert

Back view of students walking in autumnal park

Student support takes a village – but you need to create one first

Melissa Leaupepe

University of Auckland

Student immersed in a hospital VR setting in the FMH Media Lab at University of Sydney

AI or VR? Matching emerging tech to real-world learning

Martin Brown , Philip Poronnik, Claudio Corvalan-Diaz, William Havellas

University of Sydney

Group of women working together online via teleconferencing

Virtually writing together: creating community while supporting individual endeavour

Karen Kenny

two young women walk up a rainbow-coloured footpath

Supporting LGBTQ+ aspiring leaders in universities

Catherine Lee, Daniel Burman

Anglia Ruskin University

Man doing a back bend while looking at laptop

Making space for innovation: a higher education challenge

Michelle Prawer

Victoria University

illustration of laptop with speech bubbles oral examinations

Can online oral exams prevent cheating?

Temesgen Kifle, Anthony Jacobs

A patent document being stamped

A help desk to protect intellectual property

Frank Soodeen

The University of the West Indies

Asian students working at a laptop

Autonomy, fun and other benefits of student-centred learning design

A light guiding the way along a winding road

A tool to navigate information overload

Shonagh Douglas

Robert Gordon University

Black male student happy looking at laptop

How university leaders can use an ‘innovation for’ mindset to drive enrolment

Nivine Megahed

National Louis University

Illustration of different aspects of university life

To improve the admission process, get faculty involved

Students enjoying an informal get together over coffee

The power of events to build belonging among students

Xiaotong Lu

Skip song button in neon

Full circle: using the cycle of teaching, module design and research

Glenn Fosbraey

University of Winchester

Internet of Things concept

Matching technology training to industry needs: a case study

Daniel Garrote

Nuclio Digital School

Woman speaking in front of room

My experience of speaking in front of a select committee

Nicola Searle

Goldsmiths, University of London, Universities Policy Engagement Network (UPEN)

Student support

A holistic approach to student support

Fran Hornsby, Rebecca Clark

University of York

Peer mentoring in action

Peer mentoring to support staff well-being: lessons from a pilot

Fiona Cust, Jessica Runacres

history of mathematics concept

Decolonising learning through access to primary sources

June Barrow-Green , Brigitte Stenhouse

The Open University

Female student writing in the university library

Mini virtual writing retreats to support and connect tutees

Aspasia Eleni Paltoglou

Manchester Metropolitan University

Image of a digital brain representing AI

A model for deploying AI across a university and region

Cheryl Martin

Two ribbons represent a university twinning programme in Ukraine

A collective action framework to help Ukraine’s universities survive and rebuild

Charles Cormack, Blanca Torres-Olave

Cormack Consultancy Group

Image of diverse groups forming supportive circles

How to train university staff to become anti-racist agents of change

Adam Danquah

Three adult students working at a shared desk

A guide to promoting equity in HE for refugees and asylum seekers

Yeşim Deveci, Claire Mock-Muñoz de Luna , Jess Oddy

University of East London

Young Indian man with phone and laptop

Mix technology and personal contact to support students

Jonathan Powles

University of the West of Scotland

Young woman holding digital impression of globe

Virtual mobility: a first step to creating global graduates

Coventry University

A man building a machine on his desk

Home labs and simulations to spark curiosity and exploration

Francesco Fornetti

University of Bristol

Basket of pumpkins with sign "buy local"

Food for thought: advice for building a university-community collaboration

]oshua Gruver

Ball State University

Community outreach like the Great Science Share for Schools requires listening

Flip the script: why listening is the best form of outreach

Lynne Bianchi

Sustainable internship programme

How a sustainable internship programme can support social mobility

Fiona Hudson, Inís Fitzpatrick , Cathy Mcloughlin

Dublin City University

Women posting anti-harassment posters

Collective voices, zero tolerance

Louise Crowley

University College Cork

Young girl doing chemistry experiment

So, you want to reach out? Lessons from a ‘science for all’ programme

Mary Gagen , Will Bryan, Rachel Bryan

Swansea University

Student exploring a city using a map

Counter-mapping as a pedagogical tool

Daniel Gutiérrez-Ujaque , Dharman Jeyasingham

Brunel University London , University of Manchester

Woman taking part in an online teaching workshop

The practicalities of delivering a multi-institutional online workshop

Kelly Edmunds , Richard Bowater

Virtual summit

Experiential education through a simulated summit to combat human trafficking

Clara Chapdelaine-Feliciati

A crime investigation board

How professional practitioners help connect crime theory with real-world investigations

Paul McFarlane

Group of researchers collaborating on a project

Lessons from completing an award-winning knowledge transfer project

Rachel McCrindle, Richard Mitchell, Yota Dimitriadi

University of Reading

smiley face on head cut-out in hands

In the loop: how formative feedback supports remote teaching

Jonna Lee , Meryem Yilmaz Soylu

Image of a lecturer teaching a class of adult students

Tutor training for architect-educators: twinning, observation, reflection and testing

Martin W. Andrews, Mary Caddick

The University of Portsmouth

Image of students being support to cross a gap in their learning

Planning forward: whole system support for marginalised learners in higher education

Carrie Bauer, Cindy Bonfini-Hotlosz, Charley Wright

Arizona State University, Centreity

Image of a researcher conducting fieldwork

How to develop a code of conduct for ethical research fieldwork

Catherine Fallon Grasham, Laura Picot

University of Oxford

Smiley-face-icon-in-hands

Pedagogical wellness specialist: the role that connects teaching and well-being

Andrea Aebersold

University of California, Irvine

Ants building a bridge

Bridges to study: how to create a successful online foundation course

Jane Habner , Pablo Munguia

Flinders University

Image of the red curtains opening at the start of a theatre performance

What’s the story? Creative ways to communicate your research

Steven Beschloss

Arizona State University

Picture of a woman teaching English

A STEAM adventure: running a hybrid English immersion camp

Rossana Mántaras , Eugenia Balseiro, Lorena Calzoni

Technological University of Uruguay (UTEC)

Image representing creative inspiration

Creative projects as a way of bringing students together

Karen Amanda Harris

University of the Arts London

alarm clock on blocks

Block to the future: why block scheduling has taken so long to catch on

Carl Flattery, Simon Thomson

Leeds Beckett University, University of Manchester

Young Åsian woman examines artefact

Outside in: use your students’ curiosity to invigorate your teaching

M. C. Zhang, Aliana Leong

helping-hand

The role of complementary higher education pathways for refugees

Manal Stulgaitis , Gül İnanç

UNHCR, University of Auckland

A remote student working in a group with other students via an online meeting

Lessons in helping remote students obtain practical work experience

Ewout van der Schaft, Alex Mackrell

Image of two people at a refugee volunteer centre working online

Education for humanity: designing learner-centric solutions for refugee students

Nicholas Sabato, Joanna Zimmerman

University tutor marking assessments

How to turn a PhD project into a commercial venture

Manjinder Kainth, Nicola Wilkin

Graide, University of Birmingham

Image of the Atme refugee camp in Idlib

Increasing access to higher education for refugees through digital learning

Rabih Shibli

American University of Beirut

Syrian refugees after arriving in Turkey

Helping refugees get their qualifications recognised

Sjur Bergan

Council of Europe

Diversity statements in higher education can embed inequality more deeply

Embedding equality, diversity and inclusion within public policy training for academics

Image showing a young research assistant

Making undergraduate access to research experience transparent and inclusive

Saloni Krishnan, Nura Sidarus

Royal Holloway, University of London

Man on ball juggling balls in front of a city

How a rich extracurricular campus life nurtures well-rounded individuals

Image representing the uncertainty of the future

How we used a business management theory to help students cope with uncertainty

Zheng Feei Ma, Jian Li Hao, Yu Song, Peng Liu

Young women with Ukrainian flags

Eight ways UK academics can help students and researchers from Ukrainian universities

Anna K. Bobak, Valentina Mosienko, Igor Potapov

University of Stirling, University of Bristol, University of Liverpool

Image showing a box of essential items being handed to two Ukrainian women

How can universities support Ukrainian students? Advice from a Polish institution

Paweł Śpiechowicz

University of Lodz

Bridge made of cogs with red connecting section

Blended professionals: how to make the most of ‘third space’ experts

Emily McIntosh, Diane Nutt

Middlesex University

Image of refugees walking on their way to Europe

How universities can support refugee students and academics

Naimatullah Zafary

University of Sussex

Candidates waiting for a job interview

Recruiting university tutors using an interactive group activity

Carl Sherwood

Image depicting work to achieve net zero emissions

Tackling climate change requires university, government and industry collaboration – here’s how

Anna Skarbek

Monash University, Climateworks Centre

Image depicting plans for a multidisciplinary research centre

The challenges of creating a multidisciplinary research centre and how to overcome them

Andrew Tobin, Laura Tyler

University of Glasgow

A student playing the part of a teacher to represent the revolving roles pedagogy

Revolving roles: creating inclusive, engaging, participant-led learning activities

Pablo Dalby

Image representing communication between different members of a team

Asynchronous communication strategies for successful learning design partnerships

Rae Mancilla , Nadine Hamman

University of Pittsburgh, University of Cape Town

An image representing a faculty member calling for IT support on a technical problem

Developing a faculty-IT partnership for seamless teaching support

Medical students discuss issues of decolonisation relating to medicine

Decolonising medicine, part two: empowering students

Musarrat Maisha Reza

Image of people learning in different modalities - online, in-person and hybrid learning

The evolution of activeflex learning: why and how

Athens State University

A robot holding tools to illustrate a resource offering advice for universities on using 'bots'

Lessons for universities from using ‘bots’ in the NHS

Carol Glover

KFM, a subsidiary of King’s College Hospital NHS Foundation Trust

Man working with laptop, pen and paper and coffee, OERs

A guide to using open educational resources: an experiential case study

Innocent Chirisa

University of Zimbabwe

Advice on developing higher education programmes that meet the skills needs of Gen Z students

Catering to Gen Z’s needs: creating a flexible and adaptable education programme

Eric Chee, Roy Ying, Winnie Chan

The Hang Seng University of Hong Kong

Advice on creating opportunities for early career researchers to develop their teaching skills

Mind the gap: creating a pathway for post-doctoral researchers to gain teaching experience

remote ed-tech assistance, students helping educators, graduate employment programme

Students supporting educators: are you harnessing the talent of your own graduates?

Lisa Harris, Caitlin Kight

Advice on the support needed to get more young women into higher education in sub-Saharan Africa

How to change the default settings that exclude women in sub-Saharan Africa from higher education

Angeline Murimirwa

CAMFED (Campaign for Female Education)

Advice on building a sustainable long-term gender equality action plan to improve female representation at your institution

Embedding gender equality: building momentum for change

Eileen Drew

Trinity College Dublin

Advice on developing research informed strategies to widen participation in higher education

Widening access to postgraduate studies: from research to strategy to action

The University of Edinburgh

Tree growing out of book illustrating storytelling-based assessment task CLEAR-JEs

How to use storytelling-based assessment to increase student confidence

Advice on driving institutional action towards net zero

Accelerating towards net zero emissions: how to mobilise your university on climate action

John Madden

University of British Columbia

Advice on bringing institutions together in international collaborations designed to address the SDGs

‘Embrace messiness’: how to broker global partnerships to tackle the Sustainable Development Goals

Annelise Riles, Meghan Ozaroski

Northwestern University

Advice on developing early college programmes which improve higher education outcomes for students from underrepresented group

How to design early college programmes that foster success for under-represented students

David Dugger

Eastern Michigan University

Advice on moving from printed to digital teaching materials to improve student engagement and sustainability

How using digital workbooks can increase student engagement and help institutions go green

Yan Wei, Paul Tuck

Advice on collaborating with student activists to improve institutional sustainability

Working with student activists to speed up progress towards a sustainable future

Jaime Toney

Advice on breaking down student anonymity to build relationships when teaching online and in person

Unmasking the scientist: breaking down anonymity to build relationships when teaching online

Kelly Edmunds , Bethan Gulliver

Advice on using unique datasets in online exams to deter cheating among students

Online exams are growing in popularity: how can they be fair and robust?

Nicholas Harmer, Alison Hill

Advice on working with students to develop a well-being module that educates them in mental health and self-care

Co-creating an interdisciplinary well-being module for all students

Elena Riva, Wiki Jeglinska

The University of Warwick

Woman writing on a whiteboard

Study trips and experiential learning: from preparation to post-trip reflection

Rebecca Wang

University of Westminster

Hands locked in a circle illustrating race equality curriculum

Building an inclusive learning community to deliver a race equality curriculum

Ricardo Barker , Syra Shakir

Advice on organising a virtual international student get-together

Lessons from organising a virtual international student camp to develop the next generation of leaders in sustainability

Yhing Sawheny, Ashutosh Mishra

Siam University

Insight on how community based research projects can motivate students as their apply their learning to real world problems

Using community-based research projects to motivate learning among engineering students

Trithos Kamsuwan

Building equitable scientific research partnerships with the global south requires trust and equality in decisionmaking

Creating equitable research partnerships across continents

Shabbar Jaffar

Liverpool School of Tropical Medicine

Advice on shaping community outreach in order to improve educational outcomes for local communities

Changing lives through community engagement and outreach

Josephine Bleach

National College of Ireland

20-something woman with hand over mouth illustrating article about addressing taboo subjects

Talking about taboos: how to create an open atmosphere for discussing difficult subjects

Lindsay Morgan

Edinburgh Napier University

Advice on creating an 'umbrella' brand to drive student knowledge exchange with local communities and businesses

How to revitalise student knowledge exchange with local communities

Patrick McGurk, Joanne Zhang, Fezzan Ahmed, Olivia Reid

Queen Mary University of London

Insight on a new approach to training students in applied learning from the medical school team at NUS

Collaborative learning cases: a fresh approach to applied learning

Dujeepa Samarasekera

National University of Singapore

How to ensure online teaching benefits the education of sustainability issues

Engaging students in applied research to tackle Sustainable Development Goals

Jen O'Brien

Advice on delivering far reaching faculty development training in blended learning

A model for developing global expertise in blended learning

Daniella Bo Ya Hu

The Association of Commonwealth Universities

Advice on developing communities of practice to foster virtual collaboration between universities

How a community of practice can foster virtual collaboration

Eugene Schulz, Dagmar Willems

German Academic Exchange Service (DAAD)

Advice for designing and building immersive, large-scale teaching experiences in video games

Generating immersive, large-scale teaching experiences in video games

Richard Fitzpatrick, Thomas Little

Advice on using blogs to showcase and assess students' knowledge

Students as educators: the value of assessed blogs to showcase learning

Matt Davies

University of Chester

Advice on training students in presenting

Make yourself presentable

Richard Gratwick

Three benefits of moving final year assignments online

Three lessons from exhibiting final-year projects online

Dechanuchit Katanyutaveetip

Advice on implementing rapid response public engagement projects

Three steps to successful rapid-response civic engagement with students

Kathleen Riach

Advice on developing an educational app to link students learning to the world around them

Developing an educational app to engage students in the world around them

Kate Bowell, Niki Vermeulen

An example of how co-creation of curriculum content with students can work

Co-creation of curricula with students: a case study

A case study on creating a bridging system to help students prepare for STEM courses at university

High tech and high touch: designing a bridging system to help students prepare for STEM studies

Karin Avnit , Victor Wang, Prasad Iyer

Singapore Institute of Technology

Advice on using design thinking to engage students in developing real world solutions to sustainability challenges

It’s a game changer: using design thinking to find solutions to the Sustainable Development Goals

Rachel Bickerdike

Durham University

Advice on setting up a global virtual exchange that enhances your students intercultural knowledge

Global virtual exchange: promoting international learning

Christopher Brighton

Advice on using existing online resources to support your teaching

Making the most of online educational resources: a case study

Pascal Grange

Taking a human approach to providing support for student well-being online

Using online coaching to support student well-being

Lessons in how gamification can help drive students' online learning

Lessons from gamification to enhance students’ capacity for learning

Oran Devilly, May Lim

How to use technology to offer disadvantaged students pathways to higher education

Using tech to connect refugees with pathways to higher education: an emerging case study

Kate Symons, Georgia Cole, Foundations for All team

The University of Edinburgh, Foundations for All

Move marking online to reduce waste paper at your university

Greener assessment: transitioning to online marking

Ling Angela Xia , Yao Wu

Advice on developing digital capability courses that help students learn online

Lessons in developing digital capability courses for students

Gunter Saunders

How to support entrepreneurship among students via digital channels

Sparking entrepreneurship online

Laura-Jane Silverman

The London School of Economics and Political Science

Build peer support networks to help staff navigate digital teaching

Building peer support networks to help staff navigate digital teaching

Kay Yeoman, Alicia McConnell

Developing students academic writing skills

Improving academic writing skills to boost student confidence and resilience

Andrew Struan

How to design asynchronous online teaching to foster high levels of spontaneous student discussion

How I fostered multilingual student discussion in asynchronous online classes

Ioannis Gaitanidis

Chiba University

How to offer real-world training and fieldwork through digital channels as part of its online courses

How to tackle fieldwork and real-world training online

Francine Ryan

Learn how to create online teaching principles that actually help faculty

Creating online teaching principles that actually help faculty

Amanda Sykes

How to create a centralised online advice resource for instructors moving their courses online

Creating a centralised advice resource to help faculty adapt to new teaching modalities

Ingrid Novodvorsky , Lisa Elfring

University of Arizona

How Southampton University supported staff across all departments to design quality online courses

How to support staff across all departments to design quality online courses

Helen Carmichael, Bobbi Moore

Approaches to moving practical courses to more remote learning

Innovative approaches to moving practical learning online

Lesley Saunders , Lucy Kirkham

Sheffield Hallam University

How the Open University of Hong Kong is offering socio-emotional learning to protect student well-being

Socio-emotional learning online: boosting student resilience and well-being

Benjamin Tak Yuen Chan, Kathleen Chim

Hong Kong Metropolitan University

Illustration of a man sitting on an hourglass

How Duke Kunshan University transitioned to online learning in two weeks

Kevin Guthrie, Catharine Bond Hill, Martin Kurzweil, Cindy Le

Ithaka S+R , Duke Kunshan University

  • Our Mission

Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

Students working on projects in a classroom

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

  • How can we limit food waste in the cafeteria?
  • How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
  • How can we improve school attendance?
  • How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

  • The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
  • Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
  • The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
  • The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

  • Case Studies

Teaching Guide

  • Using the Open Case Studies Website
  • Using the UBC Wiki
  • Open Educational Resources
  • Case Implementation
  • Get Involved
  • Process Documentation

Case studies offer a student-centered approach to learning that asks students to identify, explore, and provide solutions to real-world problems by focusing on case-specific examples (Wiek, Xiong, Brundiers, van der Leeuw, 2014, p 434). This approach simulates real life practice in sustainability education in that it illuminates the ongoing complexity of the problems being addressed. Publishing these case studies openly, means they can be re-used in a variety of contexts by others across campus and beyond. Since the cases never “end”; at any time students from all over UBC campus can engage with their content, highlighting their potential as powerful educational tools that can foster inter-disciplinary research of authentic problems. Students contributing to the case studies are making an authentic contribution to a deepening understanding of the complex challenges facing us in terms of environmental ethics and sustainability.

The case studies are housed on the UBC Wiki, and that content is then fed into the Open Case Studies website. The UBC Wiki as a platform for open, collaborative course work enables students to create, respond to and/or edit case studies, using the built in features (such as talk pages, document history and contributor track backs) to make editing transparent. The wiki also also helps students develop important transferable skills such as selection and curation of multimedia (while attending to copyright and re-use specifications), citation and referencing, summarizing research, etc. These activities help build critical thinking, creativity, collaboration, and digital literacy.

This guide is intended to help you get started with your case study project by offering:

  • Information on how to use the UBC Wiki
  • Research that supports case studies as effective tools for active learning
  • Instructional strategies for teaching effectively with case studies
  • Sample case study assignments used by UBC instructors

The UBC Wiki is a set of webpages accessible to anyone with a CWL account and has many unique features in addition to collaborative writing including the ability to revive previous drafts, and notifications setting that can support instructors in monitoring individual student contributions, or support students to better manage their collaborative efforts on their own. Using a wiki successfully in a course, however, requires proper facilitation and support from instructors and TAs.

The following links are helpful in getting started:

General Information:

  • Navigating the Wiki: http://wiki.ubc.ca/Help:Navigation
  • Wiki Help Table of Contents: http://wiki.ubc.ca/Help:Contents
  • Frequently Asked Questions: http://wiki.ubc.ca/Help:Contents#Frequently_Asked_Questions

Self-Guided Wiki Tutorials:

  • Getting Started With UBC Wiki - short video and links to common formatting needs.
  • Beginner: http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Learning_Activities/Beginner
  • Intermediate: http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Learning_Activities/Intermediate
  • Advanced: http://wiki.ubc.ca/Documentation:MediaWiki_Basics/Learning_Activities/Advanced

The idea that learning is "active" is influenced by social constructivism , which emphasizes collaboration in the active co-construction of meaning among learners. Simply put, learning happens when people collaborate and interact with authentic learning tasks and situations. These ideas are becoming increasingly prevalent in the scholarly literature on teaching and learning (see for instance, Wilson 1996) and have important implications for pedagogy, especially in the university where traditional lectures remain the dominant instructional strategy. When students are asked to respond to authentic problems and questions, they assume responsibility for the trajectory of their learning, rather than it being decided upon by the instructor. This practice, also referred to as “student-centered learning” allows the students to become “active” participants in the construction of their understandings.

One of the easiest ways to develop higher order cognitive capacities (critical thinking, problem solving, creativity etc.) is through pedagogies that support inquiry based learning, thereby allowing students the opportunity to “develop [as] inquirers and to use curiosity, the urge to explore and understand...to become researchers and lifelong learners” (Justice, Rice, Roy, Hudspith & Jenkins,2009, p. 843). Because case studies are often collaborative, they provide unique inquiry based learning opportunities that will foster active engagement in student learning, while also teaching transferable skills (teamwork, collaboration, technology literacy). That the cases never “end” and that they can be considered by students and faculty from all over the UBC community, highlights their potential as powerful educational tools that can foster inter-disciplinary research of authentic problems.

Using case studies successfully in a course requires purposefully scaffolded support from the instructor and TA's. Instructors must properly introduce assignments, as well as facilitate and monitor the progress of students while they work on assignments. This will help ensure that students understand the purpose and value of the work they are doing and will also allow instructors and TA's to provide appropriate support and guidance.

The following instructional strategies will help you teach effectively using case studies:

1. Getting Started:

  • Outline Your "Big Picture" Goals and Expectations : Communicate to students what you are hoping they will learn (Or have them tell you why they think you would ask them to work with case studies!). It is also important to discuss the quality of work you expect and offer specific examples of what that looks like. If you have any, look at exemplars of past student work, or simply evaluate existing case studies to generate a list of defining characteristics. Doing this will provide students with valuable tangible and visual examples of what you expect.
  • Define "Case Study" : Don't assume that students understand what case-studies are, especially at the undergraduate level. Take the time to talk about what a case study is and why they are powerful teaching/learning tools. This can be facilitated during a tutorial with small group discussion. See Case Study Resources.
  • Pick Case Studies Purposefully : If you are planning on having students evaluate case studies, make sure to read them in advance and have a clear understanding of why you chose it. This will help facilitate discussion and field student questions.
  • Set the Context for the Evaluating or Creating the Case Study : Whether you are having students write the case studies themselves, or you are having them examine an existing case, it is important to set the parameters for how you want students to approach the problem. For instance, you may have them evaluate the case from the perspective of an industry professional, a community group or member, or even from their own perspective of university students. Whatever you choose, make sure you communicate this clearly.
  • Set the Parameters for Evaluating or Creating the Case Study : Clearly outline all the information you want students to find out, and how you want it reported. You may want students to focus on some areas and disregard others, or you may want them to consider all the facts equally. Whatever you choose, make sure you communicate this clearly.

2. Use, Revise, and/or Create

  • Use the case studies as they are : One way to use the case studies in courses is to have students read and discuss them as they are. They can be read on the open case studies website, downloaded from the wiki and embedded into another website, or downloaded in PDF or Microsoft Word format (see this guide for how to embed or download the case studies)
  • If you are only making minor edits such as fixing a broken link or a typo, please go ahead. You could add a note about this to the "discussion" page to explain (see the tab at the top of each wiki page).
  • You could add a section at the bottom of the case study with a perspective on it from your discipline. Some of the case studies already have sections at the bottom that are titled "What would a ___ do?" You can add a new one of those to give a different disciplinary perspective.
  • If you want to make more substantial changes, it would be best if you copied and pasted the wiki content into a new page so as to preserve the original. The original version may be used in other courses by the instructor/students who created it, so making significant changes could be a problem! And those changes might be reverted by the original instructor and students (wiki pages keep all past versions, and those changes can easily be reverted). If you would like to substantially revise a case study, please contact Christina Hendricks, who can help you get started and then get the new version into the collection: [email protected]
  • Create new case studies : We are always looking for new case studies for the collection! If you think you would like to write one, or involve your students in writing one, please contact Christina Hendricks: [email protected]

3. Guiding Case Study Discussions:

  • Ask open-ended questions : Open-ended questions cannot be answered using "yes" or "no". Be careful when wording discussion questions, allowing them to be as open as possible.
  • Listen Actively : Actively listen to students by paraphrasing what they have said to you and saying it back (e.g. "What I heard is....Is this what you meant?"). This will help you pay close attention to what they say and clarify any possible miscommunication.
  • Role Play : Ask students to take on the perspective of different interested parties in considering the case study.
  • Compare and Contrast : Ask students to compare and contrast cases in similar areas from the open case study collection. Discuss whether there are similar problems or possible solutions for the cases.

4. Staying on Track:

  • Develop a Protocol for Collaboration : Have students outline how they will collaborate at the start of the assignment to ensure that the work is shared evenly and that each student has a purposeful role.
  • Set Benchmark Assignments : Make sure students stay on track by requiring smaller assignments or assessments along the way. This can be as simple as coming to tutorial with a portion of the case-study written for peer critique and analysis.
  • Give Students Adequate Time : Allow students enough time to read and consider case-studies thoughtfully. The more time you can provide, the less overwhelmed students will feel. This will encourage them to go deeper with their case study and their learning.
  • Forestry : In this assignment, students in a graduate course wrote their own case studies. This link provides information on the assignment, a handout given to the students, and a grading rubric: Short-Term Assignment: What is Illegal Logging? - Teacher Guide
  • Political Science : Students in a third-year political science class responded to a case study written by the instructor. They worked in groups to create action plans for climate change problems. This link provides information on the assignment as well as a handout given to the students: Class Activity: Action Plans for Climate Change - Teacher Guide
  • Education : Teacher candidates in the Faculty of Education respond to case studies written by students. They discuss a case study and respond to questions with the goal of identifying the issues raised, perspectives involved and possible ways forward. The goal is to support decision making related to online presence and social media engagement. Digital Tattoo Case Studies for Student Teachers Facilitators' Guide

Harvard Education Press

On The Site

  • Higher Education

Case Studies

University of Utah

University of Utah

July 22, 2024

During the late 1990s, the University of Utah faced a number of formidable technology challenges. With the new millennium rapidly approaching, the university’s mainframe computer system appeared vulnerable to several… READ MORE

The International Baccalaureate Program at Josiah Quincy Upper School

The International Baccalaureate Program at Josiah Quincy Upper School

Dr. Wong wandered past the bulletin boards and posters that lined Josiah Quincy Upper School’s (JQUS) halls… He marveled at how far the school had come, and how much they… READ MORE

Institutional Advancement at the University of Maryland Baltimore County (B)

Institutional Advancement at the University of Maryland Baltimore County (B)

Sheldon Caplis knew that this pledge was a philanthropic coup. UMBC’s original campaign strategy had assumed that only $1.8 million of the institution’s $50 million “stretch” goal would come from… READ MORE

Institutional Advancement at the University of Maryland Baltimore County (A)

Institutional Advancement at the University of Maryland Baltimore County (A)

During a visit to the University of Maryland Baltimore County (UMBC), David Oros stood on the roof of the ten story Administration Building as President Freeman Hrabowski completed one of… READ MORE

Academic Leadership at Bradford College

Academic Leadership at Bradford College

In August 1982 Arthur Levine arrived as the new President of troubled Bradford College with plans for a bold new curriculum. The Bradford Plan For A Practical Liberal Arts Education… READ MORE

How Much Is Enough?

How Much Is Enough?

It was a sweltering summer day in June of 2006, and it felt even in hotter for youth organizer Julieta Quiñonez in the basement of the office of Padres y… READ MORE

Michigan Technological University

Michigan Technological University

July 19, 2024

The sun was beginning to set and it was still snowing. Students were preparing for the start of Winter Carnival. Through the large window in his office, Associate Dean Terry… READ MORE

University of Southern Maine (B)

University of Southern Maine (B)

Throughout the early 1990s, President Richard Pattenaude led the University of Southern Maine (USM) through a period of severe economic decline and expanding regional need. The university’s revenue sources changed… READ MORE

University of Southern Maine (A)

University of Southern Maine (A)

In 1994, University of Southern Maine President Richard Pattenaude sat with his administrative cabinet to review the institution’s financial condition. The recession of the early 1990s (between 1990 and 1994)… READ MORE

The New Department Chair

The New Department Chair

July 10, 2024

The political science department at York State College was previously led autocratically by a department chair who tightly controlled all aspects of the department. Upon his sudden death, a new… READ MORE

Browse by Subject

  • Human Resources and Labor Relations
  • Administration and Finance
  • Development
  • External Relations and Public Affairs
  • Student Affairs
  • Community Organizing

Search form

  • About Faculty Development and Support
  • Programs and Funding Opportunities

Consultations, Observations, and Services

  • Strategic Resources & Digital Publications
  • Canvas @ Yale Support
  • Learning Environments @ Yale
  • Teaching Workshops
  • Teaching Consultations and Classroom Observations
  • Teaching Programs
  • Spring Teaching Forum
  • Written and Oral Communication Workshops and Panels
  • Writing Resources & Tutorials
  • About the Graduate Writing Laboratory
  • Writing and Public Speaking Consultations
  • Writing Workshops and Panels
  • Writing Peer-Review Groups
  • Writing Retreats and All Writes
  • Online Writing Resources for Graduate Students
  • About Teaching Development for Graduate and Professional School Students
  • Teaching Programs and Grants
  • Teaching Forums
  • Resources for Graduate Student Teachers
  • About Undergraduate Writing and Tutoring
  • Academic Strategies Program
  • The Writing Center
  • STEM Tutoring & Programs
  • Humanities & Social Sciences
  • Center for Language Study
  • Online Course Catalog
  • Antiracist Pedagogy
  • NECQL 2019: NorthEast Consortium for Quantitative Literacy XXII Meeting
  • STEMinar Series
  • Teaching in Context: Troubling Times
  • Helmsley Postdoctoral Teaching Scholars
  • Pedagogical Partners
  • Instructional Materials
  • Evaluation & Research
  • STEM Education Job Opportunities
  • Yale Connect
  • Online Education Legal Statements

You are here

Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

  • Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

YOU MAY BE INTERESTED IN

sample case studies in higher education

The Poorvu Center for Teaching and Learning routinely supports members of the Yale community with individual instructional consultations and classroom observations.

sample case studies in higher education

Reserve a Room

The Poorvu Center for Teaching and Learning partners with departments and groups on-campus throughout the year to share its space. Please review the reservation form and submit a request.

Nancy Niemi in conversation with a new faculty member at the Greenberg Center

Instructional Enhancement Fund

The Instructional Enhancement Fund (IEF) awards grants of up to $500 to support the timely integration of new learning activities into an existing undergraduate or graduate course. All Yale instructors of record, including tenured and tenure-track faculty, clinical instructional faculty, lecturers, lectors, and part-time acting instructors (PTAIs), are eligible to apply. Award decisions are typically provided within two weeks to help instructors implement ideas for the current semester.

Using Case Studies to Teach

sample case studies in higher education

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

  • A decision-maker who is grappling with some question or problem that needs to be solved.
  • A description of the problem’s context (a law, an industry, a family).
  • Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

  • Problem solving
  • Analytical tools, quantitative and/or qualitative, depending on the case
  • Decision making in complex situations
  • Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

  • What is the issue?
  • What is the goal of the analysis?
  • What is the context of the problem?
  • What key facts should be considered?
  • What alternatives are available to the decision-maker?
  • What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: https://sites.psu.edu/pedagogicalpractices/case-studies/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the National Science Teaching Association.

  • --> Login or Sign Up

Harvard Law School  The Case Studies

Case Study Resources

Case Study Affiliates at Harvard:

Harvard Business Publishing for Educators

Harvard Business Publishing has information on curriculums, online simulations, and online courses, as well as teaching and learning resources related to case studies in different business disciplines. 

Harvard Education Press Case Studies

Harvard Education Press provides access to cases in higher education and K-12 education. Topics include administration and finance, curriculum development, external relations and public affairs, faculty, human resources, leadership, marketing, planning, student affairs, data use, and community organizing. 

Harvard Kennedy School Case Program

Harvard Kennedy School of Government Case Program offers cases on a variety of topics related to government, as well as research and resources on teaching with cases. Multimedia cases are also available. 

Harvard Law School Case Studies Program

The Case Studies at Harvard Law School offers access for students, educators, for-profit and non-profit to legal cases. The website also features a blog, as well as teaching and learning resources for educators using cases. 

Harvard Medical School "Culturally Competent Care" Case Studies

Harvard Medical School Culturally Competent Care Case Studies provides access to cases that relate to culturally competent care, “…the knowledge, skills and attitudes required to provide quality clinical care to patients from different cultural, ethnic and racial backgrounds. It involves tailoring delivery to meet patients' social, cultural and linguistic needs in an effort to improve outcomes and eliminate disparities in healthcare.”

The Pluralism Project Case Study Initiative

The Pluralism Project Case Study Initiative seeks to understand how the case method can be useful in creatively addressing theological and religious studies issues through teaching and learning. The texts relate to issues in civil society, public life, and religious communities. 

Teaching Negotiation Resource Center

The Teaching Negotiation Resource Center offers a range of materials, including role-play simulations, videos, books, periodicals, and case studies. Most of the materials in the Teaching Negotiation Resource Center are designed for educational purposes, whether in college classroom settings or in corporate training settings, by mediators and facilitators introducing their clients to a process or issue, or by individuals looking to enhance their skills and knowledge independently. 

Law Teaching and Learning:

Todd D. Rakoff and Martha Minow,  A Case for Another Case Method

Best Practices for Legal Education

This blog is a space for people interested in legal education to share opinions, ideas, and concerns. It documents innovations in the legal education reform movement and fosters dialogue in the legal education community. 

Institute for Law Teaching and Learning (see Online Resources )

The Institute serves as a space for ideas regarding legal education. This site contains, resources on curriculum design, teaching and learning, conferences, and recent publications. 

Teaching and Learning Law Resources for Legal Education (Barbara Glesner Fines, UMKC School of Law)

This page holds links to resources for student learning assessment in law schools, group and team-based learning, teaching law, learning law, and articles on legal education. 

Links and Resources (Legal Education, ADR, and Practical Problem Solving [LEAPS] Project)

The Legal Education, ADR and Practical Problem Solving (LEAPS) links and resources page holds resources for different topics in legal education. 

LegalED Problems and Exercises

Interactive exercises and ideas for professors to use in their classrooms. 

The Environmental Law Teacher's Clearinghouse

Case studies and simulations on environmental law. 

Online Education Resources (Renaissance Report, A Journal of Legal Education in Transition)

An analysis of legal education.

Transforming Legal Education (Paul Maharg)

Paul Maharg’s book, Transforming Legal Education , offers critiques and changes to the way law is studied. 

Tips on Case Teaching:

The ABCs of Case Teaching (Institute for the Study of Diplomacy, Georgetown University)

A thorough publication on case studies, the ABCs of Case Teaching answers the question of why professors should use case studies, and offers strategies of engagement, of preparing to teach cases, debriefing, and more. It also provides a sample course packet and additional resources. 

Teaching with Case Studies (Stanford University, 1994)

This article provides information on writing, teaching, and discussing case studies in a legal education setting. 

The Case Method and the Interactive Classroom (John Foran, NEA Higher Education Journal)

Using Investigative Cases

Information on how to use investigative cases in teaching, the benefits of students learning investigative case methods, assessment resources, and examples. 

HBS:  Case Teaching and Learnin g Resources

HBS:  Case Writing Resources

HBS:  Participant-Centered Learning and the Case Method (multimedia resource)

HBS:  The Teaching Post educator forum (dedicated to Case Method Teaching in Action)

HBS:  List of external teaching and learning centers, case resources, etc.

HKS:  Learning by the Case Method (setting student expectations)

Free cases and course materials:

The Case Centre

The Case Centre, a joint initiative in higher education to share case materials among business teachers, hosts free cases on a wide range of topics: entrepreneurship; arts management and music business; responsible management, including social responsibility, anti-corruption, and sustainability; global health delivery; “climate saver” best practices and commercial distribution to low-income regions; political economics; international business; e-commerce; marketing; operations information and technology; other business disciplines; and topical issues.

Educating Tomorrow’s Lawyers

"These resources include course portfolios, articles, tools, reports, and activities from law schools, educators, and members of the legal profession. They have been compiled to facilitate collaboration and innovations in law school."

Home Page

  •   Create Account
  •   Login
  •   Home

UR Research > Warner School of Education > Warner School Published Articles >

Case studies in higher education leadership and management: an instructional tool., url to cite or link to: http://hdl.handle.net/1802/24805.

This book of case studies is designed to serve as a resource guide to help higher education students apply higher education leadership and management theories to practice, and to allow them to actively engage in working through diverse institutional issues within assorted institutional contexts. Though this collection of cases was initially created to facilitate the application of theory to practice in small group discussions, individual cases can be easily utilized for more formalized written responses. The cases have been thematically organized within the following broad leadership and management categories: 1) leadership issues; 2) addressing mental health issues; 3) moments of crisis and campus safety; 4) technology in academia; 5) academic freedom; 6) campus diversity; 7) strategic planning and staffing issues; 8) working with student organizations; and 9) policy issues and fiscal tensions.
Contributor(s):
- Author

- Author

Primary Item Type:
Book
Language:
English
Original Publication Date:
2011
Previously Published By:
Lulu Enterprises, Inc.
Citation:
Wall, A., & BaileyShea, C. (Eds). (2011). Case studies in higher education leadership and management: An instructional tool. Raleigh, NC: Lulu. ISBN 978-1-4583-2759-8.
License Grantor / Date Granted:
Andrew Wall / 2012-10-11 10:27:18.129 ( )
Date Deposited
2012-10-11 10:27:18.129
Submitter:
Andrew Wall

Copyright © This item is protected by copyright, with all rights reserved.

All Versions

Thumbnail Name Version Created Date
Case studies in higher education leadership and management: An instructional tool. 2012-10-11 10:27:18.129

sample case studies in higher education

  • Help  | 
  • Contact Us  | 
  • About  | 
  • Privacy Policy
Reason for withdraw :*
Display metadata:
Withdraw all versions:
Reason for reinstate :*
Reinstate all versions:

Do you want to delete this Institutional Publication?

Eberly Center

Teaching excellence & educational innovation, case studies, what are case studies.

Case studies are stories. They present realistic, complex, and contextually rich situations and often involve a dilemma, conflict, or problem that one or more of the characters in the case must negotiate.

A good case study, according to Professor Paul Lawrence is:

“the vehicle by which a chunk of reality is brought into the classroom to be worked over by the class and the instructor. A good case keeps the class discussion grounded upon some of the stubborn facts that must be faced in real life situations.” (quoted in Christensen, 1981)

Although they have been used most extensively in the teaching of medicine, law and business, case studies can be an effective teaching tool in any number of disciplines. As an instructional strategy, case studies have a number of virtues. They “bridge the gap between theory and practice and between the academy and the workplace” (Barkley, Cross, and Major 2005, p.182). They also give students practice identifying the parameters of a problem, recognizing and articulating positions, evaluating courses of action, and arguing different points of view.

Case studies vary in length and detail, and can be used in a number of ways, depending on the case itself and on the instructor’s goals.

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

Finding or creating cases

It is possible to write your own case studies, although it is not a simple task. The material for a case study can be drawn from your own professional experiences (e.g., negotiating a labor dispute at a local corporation or navigating the rocky shoals of a political campaign), from current events (e.g., a high-profile medical ethics case or a diplomatic conundrum), from historical sources (e.g., a legal debate or military predicament), etc. It is also possible to find published cases from books and on-line case study collections. Whatever the source, an effective case study is one that, according to Davis (1993):

  • tells a “real” and engaging story
  • raises a thought-provoking issue
  • has elements of conflict
  • promotes empathy with the central characters
  • lacks an obvious or clear-cut right answer
  • encourages students to think and take a position
  • portrays actors in moments of decision
  • provides plenty of data about character, location, context, actions
  • is relatively concise

Using case studies

How you use case studies will depend on the goals, as well as on the format, of your course. If it is a large lecture course, for example, you might use a case study to illustrate and enrich the lecture material. (An instructor lecturing on principles of marketing, for example, might use the case of a particular company or product to explore marketing issues and dilemmas in a real-life context.) Also in a large class you might consider breaking the class into small groups or pairs to discuss a relevant case. If your class is a smaller, discussion-format course, you will be able to use more detailed and complex cases, to explore the perspectives introduced in the case in greater depth, and perhaps integrate other instructional strategies, such as role playing or debate. Regardless of the format in which you employ case studies, it is important that you, as the instructor, know all the issues involved in the case, prepare questions and prompts in advance, and anticipate where students might run into problems. Finally, consider who your students are and how you might productively draw on their backgrounds, experiences, personalities, etc., to enhance the discussion. While there are many variations in how case studies can be used, these six steps provide a general framework for how to lead a case-based discussion:

  • Give students ample time to read and think about the case. If the case is long, assign it as homework with a set of questions for students to consider (e.g., What is the nature of the problem the central character is facing? What are some possible courses of action? What are the potential obstacles?)
  • Introduce the case briefly and provide some guidelines for how to approach it. Clarify how you want students to think about the case (e.g., “Approach this case as if you were the presiding judge” or “You are a consultant hired by this company. What would you recommend?”) Break down the steps you want students to take in analyzing the case (e.g., “First, identify theconstraints each character in the case was operating under and the opportunities s/he had. Second, evaluate the decisions each character made and their implications. Finally, explain what you would have done differently and why.”). If you would like students to disregard or focus on certain information, specify that as well (e.g., “I want you to ignore the political affiliation of the characters described and simply distinguish their positions on stem-cell research as they are articulated here.”)
  • Create groups and monitor them to make sure everyone is involved. Breaking the full class into smaller groups gives individual students more opportunities for participation and interaction. However, small groups can drift off track if you do not provide structure. Thus, it is a good idea to make the task of the group very concrete and clear (e.g., “You are to identify three potential courses of action and outline the pros and cons of each from a public relations standpoint”). You may also want to designate roles within each group: for example, one individual might be charged with keeping the others on task and watching the time; a second individual’s role might be to question the assumptions or interpretations of the group and probe for deeper analysis; a third individual’s role might be to record the group’s thoughts and report their decision to the class.  Alternatively, group members could be assigned broad perspectives (e.g., liberal, conservative, libertarian) to represent, or asked to speak for the various “stake-holders” in the case study.
  • Have groups present their solutions/reasoning: If groups know they are responsible for producing something (a decision, rationale, analysis) to present to the class, they will approach the discussion with greater focus and seriousness. Write their conclusions on the board so that you can return to them in the discussion that follows.
  •  Ask questions for clarification and to move discussion to another level. One of the challenges for a case-based discussion leader is to guide the discussion and probe for deeper analysis without over-directing. As the discussion unfolds, ask questions that call for students to examine their own assumptions, substantiate their claims, provide illustrations, etc.
  • Synthesize issues raised. Be sure to bring the various strands of the discussion back together at the end, so that students see what they have learned and take those lessons with them. The job of synthesizing need not necessarily fall to the instructor, however; one or more students can be given this task.

Some variations on this general method include having students do outside research (individually or in groups) to bring to bear on the case in question, and comparing the actual outcome of a real-life dilemma to the solutions generated in class. 

Sources referenced:

Barkley, E. F, Cross, K. P. & Major, C. H. (2005) Collaborative Learning Techniques: A Handbook for College Faculty. San-Francisco: Jossey-Bass.

Christensen, C. R. (1981) Teaching By the Case Method. Boston: Harvard Business School.

Davis, B. G. (1993) Tools for Teaching. San Francisco: Jossey-Bass.

creative commons image

  • Corporate Learning & Development
  • Business Enablement
  • The GT Blog
  • White Papers

Demo

The Case for Case Studies in Higher Ed

The Case for Case Studies in Higher Ed

As the classroom becomes more student-centered by the day, educators across higher ed are looking for new ways to engage learners and encourage student ownership over the learning process. From podcasting to video tutorials, technology has unlocked new potential for content types across higher ed, and the introduction of blended learning has changed the way that educators and their learners interact.

But despite all of the changes happening across higher learning, there’s one classic content type that is gaining speed beyond its traditional use cases. While business schools and law schools are used to working with this long-form content type, the case study offers a unique opportunity for active learning across every discipline - not just the ones that come with a professional degree.

Keep reading to learn more about the benefits of using case studies in education, and how you can go beyond the expected to bring your examples to life.

The Benefits of Using Case Studies in the Classroom

There’s no doubt that students learn more effectively when they’re actively involved in the learning process, and case studies are a great way to get the wheels turning in the classroom. Some of the top benefits of incorporating case studies into your classroom include:

  • Connecting Theory to Practice: Case studies offer a unique way for students to transfer the theoretical concepts that they learn in class to an applied setting.
  • Encouraging Problem Solving: Providing students with real-world examples of how they can apply what they’re learning in practice expands the context in which students apply their knowledge.
  • Simplifying Decision Making: Using case studies is a great way for students to practice making decisions without the worry of real-world consequences.
  • Fostering Analytical Skills: Using case studies in the classroom encourages the development of analytical skills, targeting the higher levels of Bloom’s taxonomy of cognitive learning.

Using Case Studies in the Classroom

A good case study is a versatile way to support the transfer of abstract concepts into real-life experiences, and just like real life, they come in many shapes and forms. While some educators and facilitators incorporate case studies into the classroom to support key concepts at the end of daily lectures, others build their entire course around the case method approach to teaching.

The style, length, and format that your case studies take will depend on the goals of your content and the needs of your learners. They can be used to support individual learning by providing content for reflection or be used as a tool to stimulate classroom discussions and debate. What’s most important is that case studies introduce a sense of ownership over learning, and encourage students to think outside of the traditional box.

Best Practices for Introducing Case Studies in Your Classroom

Whether you’re teaching a college classroom or looking to engage lifelong learners, case studies are a valuable tool to help students transfer what they are learning in theory into practice. But creating custom case studies can take time, effort, and energy. Below are the best practices for incorporating case studies into your classroom plan:

  • Identify Your Objectives - Like all good instructional design, creating an effective case study starts by aligning it to your learning objectives. Since case studies can be as simple or complex as you would like, starting with learning objectives helps to narrow down variables like what types of questions you should be asking your learners, or how long your case study should be.
  • Pay Attention to Storytelling - According to the Center for Applied Special Technology, a good case study captures our attention and improves the learning experience because of its storytelling . Choose a topic, example, or experience that grabs your learners’ attention and encourages them to participate in the problem-solving process. Using the fundamentals of storytelling in your case study will help your learners retain more information, which is particularly helpful when you’re dealing with lots of content and intricate details.

Classroom activities like role-playing the people in the case study, or even taking a field trip to the venue where the case study is situated can help students insert themselves in these real-world scenarios and troubleshoot their problem-solving skills without the risk of making real-world mistakes.

Include External Sources - Including external sources in your case study is a great way to add insight and variety to the learning experience. Look for industry professionals that can relate to your topic, and don’t be afraid to reach out and include them in your content creation process. If inviting them in to meet your students in person isn’t an option, look for creative ways to capture what they know so that you can use it again and again. Incorporating interviews, podcasts , and video content are great ways to leverage external knowledge without having to orchestrate an in-class event.

Make it Multimedia  - Above all, make sure that your case study content meets the needs of the 21st-century learner . Gone are the days of passive learning styles, as the modern day learner expects to be engaged and included in the education process, and is looking to access real-world learning opportunities that support their performance and decision-making in real-time. Provide your learners with rich multimedia experiences that incorporate added interactivity and encourage active learning. Get creative with your content types, and don’t be afraid to ask your students what they would like to see to make this teaching method most impactful.

No matter what approach you take when creating your case studies, the important thing is to remember to meet your learners where they are. Case studies provide learners with the opportunity to test their skills in theory by troubleshooting solutions with the support of their peers before having to make similar decisions in the professional world. The more engaging, memorable, and realistic they are, the more likely they are to be of use in today’s classroom.

To learn more about how MyEcontentFactory can help you create engaging, effective, and memorable case studies, contact a member of our team today and schedule your free demo!

Contact Us

Recommended Content

Maximize Your Team's Return on Effort: How GT's Platform Transforms Content Engineering

Maximize Your Team's Return on Effort: How GT's Platform Transforms Content Engineering

The Art of Content Interoperability: The Key to Unlocking Success in Educational Publishing

The Art of Content Interoperability: The Key to Unlocking Success in Educational Publishing

Digitally Innovative and Digitally Inefficient: The Challenge Educational Publishers Face That Nobody Wants to Talk About

Digitally Innovative and Digitally Inefficient: The Challenge Educational Publishers Face That Nobody Wants to Talk About

Want more great articles like this.

Subscribe to our newsletter!

Internet Archive Audio

sample case studies in higher education

  • This Just In
  • Grateful Dead
  • Old Time Radio
  • 78 RPMs and Cylinder Recordings
  • Audio Books & Poetry
  • Computers, Technology and Science
  • Music, Arts & Culture
  • News & Public Affairs
  • Spirituality & Religion
  • Radio News Archive

sample case studies in higher education

  • Flickr Commons
  • Occupy Wall Street Flickr
  • NASA Images
  • Solar System Collection
  • Ames Research Center

sample case studies in higher education

  • All Software
  • Old School Emulation
  • MS-DOS Games
  • Historical Software
  • Classic PC Games
  • Software Library
  • Kodi Archive and Support File
  • Vintage Software
  • CD-ROM Software
  • CD-ROM Software Library
  • Software Sites
  • Tucows Software Library
  • Shareware CD-ROMs
  • Software Capsules Compilation
  • CD-ROM Images
  • ZX Spectrum
  • DOOM Level CD

sample case studies in higher education

  • Smithsonian Libraries
  • FEDLINK (US)
  • Lincoln Collection
  • American Libraries
  • Canadian Libraries
  • Universal Library
  • Project Gutenberg
  • Children's Library
  • Biodiversity Heritage Library
  • Books by Language
  • Additional Collections

sample case studies in higher education

  • Prelinger Archives
  • Democracy Now!
  • Occupy Wall Street
  • TV NSA Clip Library
  • Animation & Cartoons
  • Arts & Music
  • Computers & Technology
  • Cultural & Academic Films
  • Ephemeral Films
  • Sports Videos
  • Videogame Videos
  • Youth Media

Search the history of over 866 billion web pages on the Internet.

Mobile Apps

  • Wayback Machine (iOS)
  • Wayback Machine (Android)

Browser Extensions

Archive-it subscription.

  • Explore the Collections
  • Build Collections

Save Page Now

Capture a web page as it appears now for use as a trusted citation in the future.

Please enter a valid web address

  • Donate Donate icon An illustration of a heart shape

Case studies in higher education leadership and management : an instructional tool

Bookreader item preview, share or embed this item, flag this item for.

  • Graphic Violence
  • Explicit Sexual Content
  • Hate Speech
  • Misinformation/Disinformation
  • Marketing/Phishing/Advertising
  • Misleading/Inaccurate/Missing Metadata

[WorldCat (this item)]

plus-circle Add Review comment Reviews

38 Previews

Better World Books

DOWNLOAD OPTIONS

No suitable files to display here.

EPUB and PDF access not available for this item.

IN COLLECTIONS

Uploaded by station16.cebu on October 18, 2020

SIMILAR ITEMS (based on metadata)

The New Ventures in Higher Education

Starting a university from scratch takes courage. Learn about the leaders across the globe who are doing it.

Noah Pickus at Duke in DC office

Twelve years ago, Noah Pickus , a Duke ethics professor, and Bryan Penprase, an astronomer at Pomona College, found themselves discussing the state of higher education at a bar in Chicago. “Over hazy IPAs we discovered a mutual frustration with the ways in which colleges and universities imitate each other in a race for improved college rankings and prestige,” wrote the two in a recent issue of University World News .

They felt there was a need for innovative, high-quality educational ventures, with new types of curricula and teaching, across the globe. They weren’t all talk: Since that meeting, each helped launch new universities in Asia. Pickus, now associate provost at Duke, helped launch Duke Kunshan University (DKU) in China, where he is dean of academic strategy; Penprase is a founding faculty member of Yale-NUS College in Singapore.

In their book “ The New Global Universities: Reinventing Education in the 21 st Century ” (Princeton University Press), published in December 2023, the two built on their experiences  to chronicle the efforts of like-minded leaders in the development and launching of eight innovative colleges and universities in Africa, Asia, the Middle East and North America.

Innovations in Teaching

Bryan Penprase says many of the innovations at new global universities offer new types of curricula and teaching in undergraduate education that can be replicated elsewhere: Here are examples:   --Yale-NUS College, which merges both natural and social sciences and Asian and Western philosophical and political ideas --a four-year course at Ashesi University in Ghana designed for developing entrepreneurial and ethical leaders for Africa --a Vietnam studies course at Fulbright University Vietnam that presents both American and Vietnamese views of the war

“We think that our colleagues in higher education will find value in the courage and intellectual chutzpah that it takes to start a new college or university from scratch,” Pickus said about the book to Princeton University Press .  They also wanted to share stories and lessons learned with other entrepreneurs who had similar goals to reinvent higher education.

Most recently, Pickus has taken the concept of the book a step further. For a day and a half in June at the Duke in D.C. office, Pickus hosted the “The New Global Universities Summit,” where 48 founders and current leaders of new universities around the globe could gather in one place to learn from their experiences. 

The summit marked the global launch of the Institute for Global Higher Education at DKU and was produced in collaboration with Learning Innovation and Lifetime Education (LILE) at Duke.

“It brought together innovators, leaders and change agents around education,” said summit participant Gilda Barabino, president of Olin College of Engineering, based in Needham, Mass..

Olin College , founded in 1997, aims to integrate engineering, humanities and entrepreneurship through design- and project-based learning.

Barabino added: “We were all driven by our purpose and mission to do things differently and create new ways of educating, thinking and doing. (The summit) was an exciting way to share.”

Yakut Gazi, vice provost and leader of LILE at Duke, noticed that at the summit there was an absence of conversation about technology, particularly A.I. “This might seem paradoxical,” said Gazi, “But the institutions at the event were primarily addressing issues central to traditional establishments, such as reevaluating mission statements, curriculum, faculty governance, brand impact, and the skills and knowledge required for the new century.”

Chief executive officer of African Leadership University Veda Sunassee, at the summit.

An example of this can be seen in the new African Leadership University , which provides a mix of in-person, experiential and peer-based learning at a cost as low as $3,000 per year, aimed at a booming young population in Africa. 

Chief executive officer of African Leadership University Veda Sunassee said in an interview after the summit that new universities shouldn’t come at the expense of old universities, but that more distinct types of universities are needed to meet some of today’s challenges.

“In some parts of the world, (old universities) are just not enough,” Sunassee said, citing Africa as an example. There, only 9.2% of those eligible to be in higher learning currently are. “You need more universities in that context. There is room for innovation across the board.”

Sunassee added that disseminating knowledge does not require a ton of resources. “You don’t need a fancy building or a lecture theater that operates at 10 percent capacity,” he said. “Identify the critical pieces and suddenly you’re opening yourself to possibilities to bringing costs down.”

Sunassee called it a privilege to learn about other universities in the same movement. “We could see the common themes, be validated and offer advice to younger ones,” he said.

Left to right: Bryan Penprase, co-author of “The New Global Universities”; Gilda Barabino, president of Olin College of Engineering; and Mabel Miao, co-founder for the Center for Globalization and China

William Kirby, professor of China studies and faculty chair of Harvard Center Shanghai (opened in 2010), said that one of the constant themes that came up during discussion at the summit was that new universities are being founded for older universities’ lack of capacity to address 21 st century concerns across the globe.

“There is a grain of truth to that,” said Kirby, who served as a senior adviser to Duke on the creation of DKU. “Everyone who works at a leading American university knows the limits of what we do.

“We won’t be number 1 if we don’t continue to try to reinvent ourselves and learn from others outside the United States,” he said.  “The summit was an opportunity to share views and perspectives from all over the world.”

  • Start free trial

Start selling with Shopify today

Start your free trial with Shopify today—then use these resources to guide you through every step of the process.

sample case studies in higher education

9 Case Study Examples, Plus a Useful Case Study Template

Writing a case study can help you pitch your services to prospective clients. Learn how to write one by studying successful examples and using a free template.

A magnifying glass on an orange background with three boxes displaying data points.

If you can write a résumé, you can write a case study. Just as a résumé shows potential employers how your experience can benefit their team, a case study highlights an existing client’s success story to demonstrate your business or product’s value to prospective clients.

A compelling case study includes relevant data without overwhelming your reader, considers the customer’s perspective, and demonstrates how you handled a specific challenge.

The best way to learn how to write one is by reading a stellar business case study example.

What is a case study?

A case study is a document business-to-business (B2B) companies use to illustrate how their product or service helped a client achieve their goals. A winning case study introduces the featured client, gives a brief description of their challenge or goal, and showcases the results they achieved with your help.

Businesses that provide software, tools, or consulting services often provide case studies to potential customers trying to choose between several options.

A company’s marketing team is typically responsible for writing case studies, but if you have a small business without a dedicated marketing team, don’t worry. Anyone can write a case study, and it’s a straightforward process if you use a template.

Why should you create a case study?

A case study brings your product or service to life for future customers with real-world examples. These success stories offer tangible results. Case studies are, thus, a form of social proof , but their power goes beyond a mere testimonial or review.

Since B2B services often are expensive and require approval from multiple decision-makers, typical forms of social proof often aren't enough to convince potential customers. Business customers want to be able to share compelling data with their teams, and that’s where the case study is beneficial.

How to write a case study

  • Choose a template
  • Interview your client or customer
  • Describe the situation
  • Identify the solution
  • Present the results

1. Choose a template

You don’t necessarily need a template to write a case study, but it can make the process easier—especially if you haven’t written one before or need to write several at once.

You’ll notice that most business case studies take the same general format; after inputting the basics into the template, you can add your own personal flair. (That is, your branding and voice.)

2. Interview your client or customer

The client or customer interview is the heart of the case study. Identify several current or past clients willing to chat with you about their experiences. Look for repeat customers and those who reached out independently to tell you how much they enjoyed your product or service.

A phone interview is the best way to get conversational quotes, but you can correspond via email if your subject is short on time. Not sure what to ask? When social advertising agency Biddyco interviewed the VP of Marketing at Fellow , they asked him the following questions , according to their case study:

  • What were the obstacles that would have prevented you from choosing/hiring Biddyco?
  • What have you found as a result of hiring Biddyco?
  • What specific feature or thing do you like most about Biddyco’s services?
  • Would you recommend Biddyco and why?

The goal of the interview is to better understand your client’s experience with your product or service and grab a soundbite you can use as a testimonial in your case study. If you didn’t work directly with the client, you may also want to interview someone on your team who did to get more context.

3. Describe the situation

Give context to your case study with a brief description of the client’s business and the desired outcome that led them to seek your product or service. You can follow this general formula:

[Client’s name] is a [type of business] with [unique feature]. [Client’s name] came to [your business] seeking [client’s desired outcome] while [requirement].

Here’s an example of a one-sentence situation summary in the case study for Sharma Brands ’ client Feastables:

“Feastables, a better-for-you snacks company, came to us in need of a team to take the DTC setup off their plate.”

Advertising company Adgile, which created moving billboards for the non-alcoholic aperitif brand Ghia , has a longer description in its case study that provides background on the marketplace, but the heart of it is this:

“Ghia was seeking creative ways to break through the clutter of a crowded—and big-budgeted—adult beverage market, all while managing customer acquisition cost (CAC).”

4. Identify the solution

This section can vary depending on your field. Also described as “the action,” “the work,” or “the strategy,” the solution describes the strategic insights your company brought to your client’s problem or how your customer used your product to achieve their goals.

The basic formula: [Client’s name] partnered with [your business] to [service received].

Here’s an example from email marketing software Klaviyo’s case study featuring olive oil brand Graza:

“Graza uses Klaviyo’s granular segmentation tools to send automated flows and promotional campaigns to small, targeted groups of customers based on purchase frequency.”

This section describes exactly which of Klaviyo’s features Graza used (granular segmentation) and how they used it (to send automated flows to small, targeted groups), without getting into any outcomes or results yet.

5. Present the results

This section is where you’ll win over prospective customers and build trust. The basic formula is:

[Client’s name] used [service received] to [desired outcome].

Share how your product or service positively affected the client’s business, whether that’s cost savings, more clients, or improved company culture. According to a case study from community platform TYB, the results it delivered for skin care company Dieux were as follows:

“Dieux was able to create thousands of authentic, personalized referrals ahead of its new product launch plus live out its brand promise of transparency.”

Depending on your product or service, your results may include quantifiable outcomes (like thousands of referrals), intangibles (like living out your brand promise), or both, as in the case of TYB.

Real-world examples of case studies

Sharma brands for feastables, adgile media group for ghia, meta for lulus, tyb for dieux, biddyco for fellow, outline for heyday canning, klaviyo for graza, culture amp for bombas, kustomer for thirdlove.

A great way to write a case study is to look at a sample case study—or better yet, many. You’ll notice that wildly different businesses have case studies that follow roughly the same structure, which is why we recommend using one of our free case study templates to write yours. Learn from this mix of business, design, and marketing case study examples:

Sharma Brands is a branding agency founded by Nik Sharma , “The DTC Guy.” Sharma Brands keeps its case study featuring snack company Feastables short and sweet, breaking it down into three chronological sections: the situation, the work, and the outcome.

The Sharma Brands case study is a good example of how to incorporate meaningful results without sharing actual numbers (which the client may not wish to make public) or getting into an in-depth analysis.

Instead of metrics, Sharma Brands lists the tasks it executed: 

  • “Successfully launched their DTC site.” 
  • “Simultaneously launched on GoPuff with no downtime.”

It also lists some general achievements: 

  • “Broke Shopify records in the first 24 hours of launch.” 
  • “All revenue and engagement metrics were highly exceeded.”

Adgile case study for Ghia showing ads on trucks.

Adgile Media Group creates outdoor advertising by providing brands with mobile billboards. Unlike traditional outdoor advertising, Adgile also tracks the digital impact of its IRL campaigns.

Adgile’s case study featuring the non-alcoholic beverage brand Ghia is the perfect place to show off the metrics it collects, like:

  • 78% homepage visit lift
  • 91% conversion lift
  • 82% lift on its Find Us page
  • Increase in brand awareness and recall, more than 75% over the competition

Meta, the social media and digital advertising platform, does something in its case studies that every company can replicate. Instead of saving the numbers for the results section, Meta provides a brief overview near the top. This breaks up the text visually, provides a quick snapshot for anyone who doesn’t want to read the full case study, and intrigues those curious to know how they achieved those numbers.

A screengrab of Lulu's case study results.

Meta’s case study for the clothing company Lulus starts by teasing its most impressive stat:

“The women’s fashion ecommerce company compared the performance of a Meta Advantage+ shopping campaign with Advantage+ catalog ads versus its usual ad campaign setup and saw a 47% increase in return on ad spend using the Advantage+ products.”

It then presents three key figures in a visually appealing design, drawing clear attention to the impact it had on this customer.

TYB is a community platform that rewards fans for creating user-generated content . TYB’s case study for Dieux details how the skincare brand used its platform to involve customers in product testing.

It also does something small worth noting: Instead of sticking the call to action at the bottom of the case study, TYB places a “request demo” button at the top of the page. That way, anyone compelled by the results of the case study can take the next step immediately.

Screengrab of Dieux's referral with request a demo button and image of a statue of cupid.

Advertising agency Biddyco took a unique approach to its case study for the coffee- and tea-gear company Fellow . Unlike other business case study examples that use the typical situation-solution-results format, Biddyco structured its case study as an extended testimonial, with a series of questions like, “What specific feature or thing do you like most about Biddyco’s services?”

In addition to client feedback, Biddyco also highlights a few key accomplishments under the heading “All You Really Need to Know.”

Screengrab of Biddyco's case study results.

A branding studio like Outline won’t approach case studies in the same way an advertising platform like Meta would. What matters here isn’t cost per impression or ROAS, it’s how everything looks.

That’s why Outline’s case study for ​​ Heyday Canning is relatively light on words and heavy on imagery. If your work is more visual than numerical, your case study is a great place to show your behind-the-scenes process.

For example, Outline shows the label design alongside images of the cans on the shelf and provides a brief description of the design inspiration. This example shows how you can have a design-focused case study that still tells a compelling story.

Heyday Canning product display with highligh on Apricot Glazed.

Klaviyo , an email marketing software company, puts numbers front and center in its case study for the olive oil company Graza . If your product or service involves tracking metrics like email open rates, revenue, and click rates, highlight those stats in a larger font size, as Klaviyo did.

Klaviyo’s case study for Graza also shows you don’t necessarily need to fix a problem to create a great case study; you can also simply help your client achieve their goals. According to Klaviyo’s case study, Graza’s challenge was to create strong customer relationships.

Screengrab of Graza case study results and image of Graza products display.

How do you write a compelling case study if your service doesn’t involve tangible metrics or flashy design? For the performance management software company Culture Amp , it’s highlighting key statistics about the subject of its case study , sock company Bombas .

Like Meta and Klaviyo, Culture Amp highlights three numbers in large font. But these numbers are stats about their client Bombas, not Culture Amp’s services: “120+ employees,” “25M+ items donated,” and “$100M+ in revenue for 2018.”

Instead of showing off the results it achieved for Bombas, these numbers let prospective clients know that Culture Amp works with big, important companies on their performance management process.

Choosing a customer relationships management ( CRM ) platform is a big decision. Switching platforms—as bra company ThirdLove did in this case study from customer support platform Kustomer—can involve lengthy data migration, customization, and employee onboarding.

That’s why it makes sense that Kustomer’s case study for ThirdLove is a four-page-long PDF and not a blog post. If your case study involves a long, detailed analysis, follow Kustomer’s example and make two versions of your case study.

The first page is an executive summary, with about a paragraph each describing the challenge and results. If after reading the first page, you want to learn more, you can dive into the rest of the case study, but you don’t have to read the entire thing to get a sense of how Kustomer collaborated with ThirdLove.

Screengrab of ThirdLove case study with image of bra display.

Case study examples FAQ

How do you write a simple case study.

To simplify the case-study writing process, download a template. Shopify’s fill-in-the-blanks case study template can help you share your customers’ success stories in an easily digestible, well-designed format.

Why are case studies important for businesses?

For the business reading a case study, the contents can help them decide between different products or services. For the business writing the case study, it’s a chance to connect more deeply with potential customers.

What is an example of a case study?

An example of a case study is a mobile billboard company’s overview of the services it provided to a client. The case study might include an overview of the client's goals and how the advertiser addressed them, plus a list of outcomes—increased website visits, decreased costs per visit, and a rise in brand awareness.

Keep up with the latest from Shopify

Get free ecommerce tips, inspiration, and resources delivered directly to your inbox.

By entering your email, you agree to receive marketing emails from Shopify.

popular posts

start-free-trial

The point of sale for every sale.

Graphic of a mobile phone with heart shapes bubbles floating around it

Subscribe to our blog and get free ecommerce tips, inspiration, and resources delivered directly to your inbox.

Unsubscribe anytime. By entering your email, you agree to receive marketing emails from Shopify.

Latest from Shopify

Jul 23, 2024

Jul 22, 2024

Learn on the go. Try Shopify for free, and explore all the tools you need to start, run, and grow your business.

Try Shopify for free, no credit card required.

How and when employee mindfulness influences employees’ knowledge sharing behavior: A resource conservation perspective

  • Published: 22 July 2024

Cite this article

sample case studies in higher education

  • Jing Zhang 1 ,
  • Limei Chen   ORCID: orcid.org/0000-0003-3510-3977 2 &
  • Xiaoming Zheng 3  

Despite research has identified several social resources to promote employees’ knowledge sharing behavior, studies on the effect of personal resources are limited. Thus, our research intends to contribute by examining the role of employee mindfulness as an essential personal resource in influencing their knowledge sharing behavior. Based on the conservation of resources (COR) theory, we propose that employee mindfulness can promote employees’ knowledge sharing behavior through enhancing their thriving at work, and this effect is moderated by abusive supervision. Using a field study with multi-wave data, we found that employee mindfulness was positively related to employees’ knowledge sharing behavior through their thriving at work, and this positive effect was stronger when abusive supervision was high than low.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

sample case studies in higher education

Data availability

Data are available from the corresponding author on reasonable request.

Adamu, A. A., Raza, S. H., & Mohamad, B. (2023). The interactive effect of mindfulness and internal listening on internal crisis management and its outcomes: The moderating role of emotional exhaustion. Corporate Communications , 28 (1), 6–29. https://doi.org/10.1108/CCIJ-05-2022-0051

Article   Google Scholar  

Bajaj, B., & Pande, N. (2016). Mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being. Personality and Individual Differences , 93 , 63–67. https://doi.org/10.1016/j.paid.2015.09.005

Bakker, A. B., & Demerouti, E. (2007). The job demands–resources model: State of the art. Journal of Managerial Psychology , 22 (3), 309–328. https://doi.org/10.1108/02683940710733115

Bartol, K. M., Liu, W., Zeng, X., & Wu, K. (2009). Social exchange and knowledge sharing among knowledge workers: The moderating role of perceived job security. Management and Organization Review , 5 (2), 223–240. https://doi.org/10.1111/j.1740-8784.2009.00146.x

Bavik, Y. L., Tang, P. M., Shao, R., & Lam, L. W. (2018). Ethical leadership and employee knowledge sharing: Exploring dual-mediation paths. The Leadership Quarterly , 29 (2), 322–332. https://doi.org/10.1016/j.leaqua.2017.05.006

Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis. In K. J. Klein, & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 349–381). Jossey-Bass/Wiley.

Google Scholar  

Bliese, P. D., Maltarich, M. A., & Hendricks, J. L. (2018). Back to basics with mixed-effects models: Nine take-away points. Journal of Business and Psychology , 33 (1), 1–23. https://doi.org/10.1007/s10869-017-9491-z

Brislin, R. W. (1986). The wording and translation of research instruments. In W. J. Lonner, & J. W. Berry (Eds.), Field methods in cross-cultural research (pp. 137–164). Sage Publications, Inc.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology , 84 (4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822

Article   PubMed   Google Scholar  

Chae, H., Park, J., & Choi, J. N. (2019). Two facets of conscientiousness and the knowledge sharing dilemmas in the workplace: Contrasting moderating functions of supervisor support and coworker support. Journal of Organizational Behavior , 40 (4), 387–399. https://doi.org/10.1002/job.2337

Chen, H., & Eyoun, K. (2021). Do mindfulness and perceived organizational support work? Fear of COVID-19 on restaurant frontline employees’ job insecurity and emotional exhaustion. International Journal of Hospitality Management , 94 , 102850. https://doi.org/10.1016/j.ijhm.2020.102850

Cui, G., Wang, F., & Zhang, Y. (2023). Buffer or boost? The role of openness to experience and knowledge sharing in the relationship between team cognitive diversity and members’ innovative work behavior. Current Psychology , 42 (29), 25233–25245. https://doi.org/10.1007/s12144-022-03633-7

Dash, S., & Saini, G. (2023). Are cohesive and mindful employees in India more likely to hoard knowledge? The mediating effect of meaning-making through work. Journal of Knowledge Management , 27 (9), 2376–2932. https://doi.org/10.1108/JKM-09-2022-0687

Depaoli, S., & van de Schoot, R. (2017). Improving transparency and replication in bayesian statistics: The WAMBS-checklist. Psychological Methods , 22 (2), 240–261. https://doi.org/10.1037/met0000065

Eby, L. T., Allen, T. D., Conley, K. M., Williamson, R. L., Henderson, T. G., & Mancini, V. S. (2019). Mindfulness-based training interventions for employees: A qualitative review of the literature. Human Resource Management Review , 29 (2), 156–178. https://doi.org/10.1016/j.hrmr.2017.03.004

Fendel, J. C., Aeschbach, V. M., Göritz, A. S., & Schmidt, S. (2020). A mindfulness program to improve resident physicians’ personal and work-related well-being: A feasibility study. Mindfulness , 11 (6), 1511–1519. https://doi.org/10.1007/s12671-020-01366-x

Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition & Emotion , 19 (3), 313–332. https://doi.org/10.1080/02699930441000238

Gagné, M. (2009). A model of knowledge-sharing motivation. Human Resource Management , 48 (4), 571–589. https://doi.org/10.1002/hrm.20298

Glick, W. H. (1985). Conceptualizing and measuring organizational and psychological climate: Pitfalls in multilevel research. Academy of Management Review , 10 (3), 601–616. https://doi.org/10.2307/258140

Glomb, T. M., Duffy, M. K., Bono, J. E., & Yang, T. (2011). Mindfulness at work. In H. L. A. Joshi & J. J. Martocchio (Eds.), Research in personnel and human resources management (Vol. 30, pp. 115–157). Emerald Group Publishing Limited. https://doi.org/10.1108/S0742-7301(2011)0000030005

Goyal, R., Sheoran, N., & Sharma, H. (2024). Can mindfulness be an alternative for servant leadership? A well-being perspective. Business Perspectives and Research , 12 (2), 315–330. https://doi.org/10.1177/22785337231165873

Grover, S. L., Teo, S. T. T., Pick, D., & Roche, M. (2017). Mindfulness as a personal resource to reduce work stress in the job demands-resources model. Stress and Health , 33 (4), 426–436. https://doi.org/10.1002/smi.2726

Hafenbrack, A. C., Cameron, L. D., Spreitzer, G. M., Zhang, C., Noval, L. J., & Shaffakat, S. (2020). Helping people by being in the present: Mindfulness increases prosocial behavior. Organizational Behavior and Human Decision Processes , 159 , 21–38. https://doi.org/10.1016/j.obhdp.2019.08.005

Halbesleben, J. R. B., Neveu, J. P., Paustian-Underdahl, S. C., & Westman, M. (2014). Getting to the COR: Understanding the role of resources in conservation of resources theory. Journal of Management , 40 (5), 1334–1364. https://doi.org/10.1177/0149206314527130

Harman, H. H. (1960). Modern factor analysis . University of Chicago Press.

Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist , 44 (3), 513–524.

Hobfoll, S. E. (2011). Conservation of resource caravans and engaged settings: Conservation of resource caravans. Journal of Occupational and Organizational Psychology , 84 (1), 116–122. https://doi.org/10.1111/j.2044-8325.2010.02016.x

Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior , 5 (1), 103–128. https://doi.org/10.1146/annurev-orgpsych-032117-104640

Hobfoll, S. E., & Lilly, R. S. (1993). Resource conservation as a strategy for community psychology. Journal of Community Psychology , 21 (2), 128–148. https://doi.org/10.1002/1520-6629(199304)21:2%3C128::AID-JCOP2290210206%3E3.0.CO;2-5

Hu, J., He, W., & Zhou, K. (2020). The mind, the heart, and the leader in times of crisis: How and when covid-19-triggered mortality salience relates to state anxiety, job engagement, and prosocial behavior. Journal of Applied Psychology , 105 (11), 1218–1233. https://doi.org/10.1037/apl0000620

Jia, N., Luo, X., Fang, Z., & Liao, C. (2024). When and how artificial intelligence augments employee creativity. Academy of Management Journal, 67 (1), 5–32. https://doi.org/10.5465/amj.2022.0426

Kim, M. S., Phillips, J. M., Park, W. W., & Gully, S. M. (2023). When leader-member exchange leads to knowledge sharing: The roles of general self-efficacy, team leader modeling, and LMX differentiation. The International Journal of Human Resource Management , 34 (7), 1442–1469. https://doi.org/10.1080/09585192.2021.1886150

Kleine, A. K., Rudolph, C. W., & Zacher, H. (2019). Thriving at work: A meta-analysis. Journal of Organizational Behavior , 40 (9–10), 973–999. https://doi.org/10.1002/job.2375

Kroon, B., Menting, C., & van Woerkom, M. (2015). Why mindfulness sustains performance: The role of personal and job resources. Industrial and Organizational Psychology , 8 (4), 638–642. https://doi.org/10.1017/iop.2015.92

Kundi, Y. M., Baruch, Y., & Ullah, R. (2023). The impact of discretionary HR practices on knowledge sharing and intention to quit– a three-wave study on the role of career satisfaction, organizational identification, and work engagement. The International Journal of Human Resource Management , Advance online publication , 1–27. https://doi.org/10.1080/09585192.2023.2180652

Kuvaas, B., Buch, R., & Dysvik, A. (2012). Perceived training intensity and knowledge sharing: Sharing for intrinsic and prosocial reasons. Human Resource Management , 51 (2), 167–187. https://doi.org/10.1002/hrm.21464

LeBreton, J. M., & Senter, J. L. (2008). Answers to 20 questions about interrater reliability and interrater agreement. Organizational Research Methods , 11 (4), 815–852. https://doi.org/10.1177/1094428106296642

Lee, S., Kim, S. L., & Yun, S. (2018). A moderated mediation model of the relationship between abusive supervision and knowledge sharing. The Leadership Quarterly , 29 (3), 403–413. https://doi.org/10.1016/j.leaqua.2017.09.001

Lemmon, G., Kuljanin, G., & Taylor, K. P. (2024). Essential elements in evidence-based interventions to improve employee mindfulness. Organizational Dynamics , 101025. https://doi.org/10.1016/j.orgdyn.2023.101025

Lian, H., Ferris, D. L., & Brown, D. (2012). Does power distance exacerbate or mitigate the effects of abusive supervision? It depends on the outcome. Journal of Applied Psychology , 97 (1), 107–123. https://doi.org/10.1037/a0024610

Long, E. C., & Christian, M. S. (2015). Mindfulness buffers retaliatory responses to injustice: A regulatory approach. Journal of Applied Psychology , 100 (5), 1409–1422. https://doi.org/10.1037/apl0000019

Matzler, K., Renzl, B., Mooradian, T., von Krogh, G., & Mueller, J. (2011). Personality traits, affective commitment, documentation of knowledge, and knowledge sharing. International Journal of Human Resource Management , 22 (2), 296–310. https://doi.org/10.1080/09585192.2011.540156

Mawritz, M. B., Mayer, D. M., Hoobler, J. M., Wayne, S. J., & Marinova, S. V. (2012). A trickle-down model of abusive supervision. Personnel Psychology , 65 (2), 325–357. https://doi.org/10.1111/j.1744-6570.2012.01246.x

McKay, T., & Walker, B. R. (2021). Mindfulness, self-compassion and wellbeing. Personality and Individual Differences , 168 , 110412. https://doi.org/10.1016/j.paid.2020.110412

Montani, F., Setti, I., Sommovigo, V., Courcy, F., & Giorgi, G. (2020). Who responds creatively to role conflict? Evidence for a curvilinear relationship mediated by cognitive adjustment at work and moderated by mindfulness. Journal of Business and Psychology , 35 (5), 621–641. https://doi.org/10.1007/s10869-019-09644-9

Muthén, B., & Asparouhov, T. (2012). Bayesian structural equation modeling: A more flexible representation of substantive theory. Psychological Methods , 17 (3), 313–335. https://doi.org/10.1037/a0026802

Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide. Eighth edition . Muthén & Muthén.

Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology , 63 , 539–569. https://doi.org/10.1146/annurev-psych-120710-100452

Podsakoff, P. M., & Organ, D. W. (1986). Self-reports in organizational research: Problems and prospects. Journal of Management , 12 (4), 531–544. https://doi.org/10.1177/014920638601200408

Porath, C. L., Gibson, C. B., & Spreitzer, G. M. (2022). To thrive or not to thrive: Pathways for sustaining thriving at work. Research in Organizational Behavior , 42 , 100176. https://doi.org/10.1016/j.riob.2022.100176

Porath, C., Spreitzer, G., Gibson, C., & Garnett, F. G. (2012). Thriving at work: Toward its measurement, construct validation, and theoretical refinement. Journal of Organizational Behavior , 33 (2), 250–275. https://doi.org/10.1002/job.756

Rechberg, I. D. W. (2021). Mindfulness and meaningfulness in managing knowledge: A theoretical model. Knowledge and Process Management , 30 , 137–147. https://doi.org/10.1002/kpm.1697

Reinholt, M., Pedersen, T., & Foss, N. J. (2011). Why a central network position isn’t enough: The role of motivation and ability for knowledge sharing in employee networks. Academy of Management Journal , 54 (6), 1277–1297. https://doi.org/10.5465/amj.2009.0007

Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology , 105 (3), 787–804. https://doi.org/10.1037/a0032093

Ryu, S., Ho, S. H., & Han, I. (2003). Knowledge sharing behavior of physicians in hospitals. Expert Systems with Applications , 25 (1), 113–122. https://doi.org/10.1016/S0957-4174(03)00011-3

Şahin, S., Arıcı Özcan, N., & Arslan Babal, R. (2020). The mediating role of thriving: Mindfulness and contextual performance among Turkish nurses. Journal of Nursing Management , 28 (1), 175–184. https://doi.org/10.1111/jonm.12911

Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika , 66 (4), 507–514. https://doi.org/10.1007/BF02296192

Sawyer, K. B., Thoroughgood, C. N., Stillwell, E. E., Duffy, M. K., Scott, K. L., & Adair, E. A. (2022). Being present and thankful: A multi-study investigation of mindfulness, gratitude, and employee helping behavior. Journal of Applied Psychology , 107 (2), 240–262. https://doi.org/10.1037/apl0000903

Schneider, B. (1983). Interactional psychology and organizational behavior. In L. L. Cummings, & B. M. Staw (Eds.), Research in organizational behavior (Vol. 5, pp. 1–32). JAI Press Inc.

Shahbaz, W., & Parker, J. (2022). Workplace mindfulness: An integrative review of antecedents, mediators, and moderators. Human Resource Management Review , 32 (3). https://doi.org/10.1016/j.hrmr.2021.100849

Shen, J., Tang, N., & D’Netto, B. (2014). A multilevel analysis of the effects of HR diversity management on employee knowledge sharing: The case of Chinese employees. The International Journal of Human Resource Management , 25 (12), 1720–1738. https://doi.org/10.1080/09585192.2013.859163

Shoss, M. K., Eisenberger, R., Restubog, S. L. D., & Zagenczyk, T. J. (2013). Blaming the organization for abusive supervision: The roles of perceived organizational support and supervisor’s organizational embodiment. Journal of Applied Psychology , 98 (1), 158–168. https://doi.org/10.1037/a0030687

Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A socially embedded model of thriving at work. Organization Science , 16 (5), 537–549. https://doi.org/10.1287/orsc.1050.0153

Tepper, B. J. (2000). Consequences of abusive supervision. Academy of Management Journal , 43 (2), 178–190. https://doi.org/10.21065/25205986.7.11

Tepper, B. J., Simon, L., & Park, H. M. (2017). Abusive supervision. Annual Review of Organizational Psychology and Organizational Behavior , 4 (1), 123–152. https://doi.org/10.1146/annurev-orgpsych-041015-062539

Wang, S., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review , 20 (2), 115–131. https://doi.org/10.1016/j.hrmr.2009.10.001

Wang, Y.-C., & Uysal, M. (2023). Artificial intelligence-assisted mindfulness in tourism, hospitality, and events. International Journal of Contemporary Hospitality Management, 36 (4), 1262–1278. https://doi.org/10.1108/IJCHM-11-2022-1444

Wang, S., Noe, R. A., & Wang, Z.-M. (2014). Motivating knowledge sharing in knowledge management systems: A quasi–field experiment. Journal of Management, 40 (4), 978–1009. https://doi.org/10.1177/0149206311412192

Wang, Z., Sharma, P. N., & Cao, J. (2016). From knowledge sharing to firm performance: A predictive model comparison. Journal of Business Research , 69 (10), 4650–4658. https://doi.org/10.1016/j.jbusres.2016.03.055

Wang, Q., Zhao, T., Wang, Y., & Wang, Q. (2023). When does team cooperative climate lead to creative performance via knowledge sharing? A moderated mediation model. Current Psychology , 42 (32), 28650–28662. https://doi.org/10.1007/s12144-022-03943-w

Wilkesmann, U., Wilkesmann, M., & Virgillito, A. (2009). The absence of cooperation is not necessarily defection: Structural and motivational constraints of knowledge transfer in a social dilemma situation. Organization Studies , 30 (10), 1141–1164. https://doi.org/10.1177/0170840609344385

Wolkin, J. R. (2015). Cultivating multiple aspects of attention through mindfulness meditation accounts for psychological well-being through decreased rumination. Psychology Research and Behavior Management , 8 , 171–180. https://doi.org/10.2147/PRBM.S31458

Article   PubMed   PubMed Central   Google Scholar  

Wu, W. L., & Lee, Y. C. (2020). Do work engagement and transformational leadership facilitate knowledge sharing? A perspective of conservation of resources theory. International Journal of Environmental Research and Public Health , 17 (7), 2651. https://doi.org/10.3390/ijerph17072615

Yagil, D., Medler-Liraz, H., & Bichachi, R. (2023). Mindfulness and self-efficacy enhance employee performance by reducing stress. Personality and Individual Differences , 207 , 112150. https://doi.org/10.1016/j.paid.2023.112150

Yang, H., van Rijn, M. B., & Sanders, K. (2020). Perceived organizational support and knowledge sharing: Employees’ self-construal matters. The International Journal of Human Resource Management , 31 (17), 2217–2237. https://doi.org/10.1080/09585192.2018.1443956

Yang, Z., Nguyen, V. T., & Le, P. B. (2018). Knowledge sharing serves as a mediator between collaborative culture and innovation capability: An empirical research. Journal of Business & Industrial Marketing , 33 (7), 958–969. https://doi.org/10.1108/JBIM-10-2017-0245

Yu, Y., Xu, S. T., & Li, G. (2023). Abusive supervision and emotional labor on a daily basis: The role of employee mindfulness. Tourism Management , 96 , 104719. https://doi.org/10.1016/j.tourman.2023.104719

Zhang, Z., Zyphur, M. J., & Preacher, K. J. (2009). Testing multilevel mediation using hierarchical linear models: Problems and solutions. Organizational Research Methods , 12 (4), 695–719. https://doi.org/10.1177/1094428108327450

Zyphur, M. J., & Oswald, F. L. (2015). Bayesian estimation and inference: A user’s guide. Journal of Management , 41 (2), 390–420. https://doi.org/10.1177/0149206313501200

Download references

This study was supported by funded by the National Social Science Fund of China (21BGL279).

Author information

Authors and affiliations.

Department of Human Resources Management and the Research Center for Organizational Behavior and Human Resources Development, Hebei University of Economics and Business, Shijiazhuang, China

Faculty of Business and Economics, The University of Hong Kong, Pok Fu Lam, Hong Kong, China

School of Economics and Management, Tsinghua University, Beijing, China

Xiaoming Zheng

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Limei Chen .

Ethics declarations

Conflict of interest.

No potential conflict of interest was reported by the author(s).

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Zhang, J., Chen, L. & Zheng, X. How and when employee mindfulness influences employees’ knowledge sharing behavior: A resource conservation perspective. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06339-0

Download citation

Accepted : 27 June 2024

Published : 22 July 2024

DOI : https://doi.org/10.1007/s12144-024-06339-0

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Knowledge sharing behavior
  • Employee mindfulness
  • Thriving at work
  • Abusive supervision
  • Find a journal
  • Publish with us
  • Track your research

Official websites use .gov

Secure .gov websites use HTTPS

sample case studies in higher education

2024 Investment Climate Statements: Chile

  • EXECUTIVE SUMMARY

With the third highest GDP per capita in Latin America, Chile has historically enjoyed significant economic stability and prosperity. After a wave of civil unrest in 2019, Chile’s political leadership launched a constitutional rewrite process to address social concerns. Although Chileans rejected the proposals of two constitutional referendums, the government’s use of peaceful and democratic tools was largely credited for diffusing social tension. Chile’s solid macroeconomic policy framework gives the country one of the strongest sovereign bond ratings in Latin America and provided fiscal and monetary space to reactivate the economy after the COVID-19 pandemic. According to its Central Bank, Chile’s economic growth was 0.2 percent in 2023 and is projected between 2 and 3 percent in 2024.

Despite its relatively small domestic market, Chile has successfully attracted Foreign Direct Investment (FDI), with an FDI to GDP ratio of nearly 85 percent. The country’s market-oriented policies create significant opportunities for foreign investors to participate in the country’s economic growth. Chile has a sound legal framework and there is general respect for private property rights. Sectors that attract the most FDI are mining, financial services (including pensions and health insurance), and utilities (including electricity, energy, water, and telecommunications). Mineral, hydrocarbon, and fossil fuel deposits within Chilean territory are restricted from foreign ownership, but companies may sign resource extraction contracts with the government. According to Transparency International’s 2023 Corruption Perceptions Index, Chile ranked 29 out of 180 countries worldwide and second in Latin America – behind Uruguay which ranked 16th.

Although Chile is an attractive destination for foreign investment, challenges remain. Some government reform proposals caused concern about potential impacts on investments in the healthcare, insurance, and pension sectors. Despite a general respect for intellectual property (IP) rights, Chile has not fully complied with its IP obligations set forth in the U.S.-Chile Free Trade Agreement. Environmental permitting processes, indigenous consultation requirements, and cumbersome court proceedings have made large project approvals increasingly time consuming and unpredictable, especially in cases with political sensitivities. The current administration prioritizes attracting foreign investment, especially into technological sectors and natural resource extraction associated with the green transition (lithium, copper, and green hydrogen), and continues to implement measures to streamline the investment process.

2023 29 of 180  
2023 52 of 132  
2022 US$ 29.2  
2022 US$ 15,360 http://data.wrldbank.org/indicator/NY.GNP.PCAP.CD 

1. Openness To, and Restrictions Upon, Foreign Investment

  • Policies Towards Foreign Direct Investment

For more than four decades, promoting FDI has been an essential part of the Chilean government’s national development strategy. The country’s market-oriented economic policies create significant opportunities for foreign investors to participate. Laws and business practices do not discriminate against foreign investors, who receive treatment no less favorable than Chilean nationals and domestic companies. Chile’s business climate is generally straightforward and transparent, and its policy framework has remained consistent despite administrations of different political leanings, episodes of social unrest, and two unsuccessful attempts to rewrite the Chilean Constitution. However, permitting processes for infrastructure, mining, and energy projects are lengthy and outcomes are less predictable in cases involving politically sensitive environmental impact assessments, water rights issues, and indigenous consultations. InvestChile is the government agency responsible for promoting the entry and retention of FDI into Chile. InvestChile carries out programs and services to attract investment, provide legal and sectorial information, facilitate the establishment of new businesses, and provide export and reinvestment assistance.

  • Limits on Foreign Control and Right to Private Ownership and Establishment

Foreign investors have access to all industries, except for the domestic maritime freight sector, where companies are subject to a 49 percent foreign ownership limit. Since 2019, transit between domestic ports was allowed for foreign cruise vessels with over 400 passengers. Some international reciprocity restrictions exist for fishing.

With few exceptions, enterprises in Chile may be 100 percent owned by foreigners. Chile only restricts the right to private ownership or establishment in what it defines as certain “strategic” sectors, such as nuclear energy and mining. The current Constitution establishes the “absolute, exclusive, inalienable and permanent domain” of the Chilean state over all mineral, hydrocarbon, and fossil fuel deposits within Chilean territory. However, Chilean law allows the government to grant concession rights and enter into lease agreements with individuals and companies for exploration and exploitation activities, and to assign contracts to private investors, without discrimination against foreign investors.

Chile does not have an investment screening mechanism. FDI formal approval procedures are expeditious, and investments are usually approved. Some transactions require an anti-trust review by the office of the national economic prosecutor (Fiscalía Nacional Económica) and possibly by sector-specific regulators.

  • Other Investment Policy Reviews

The World Trade Organization (WTO) conducted its sixth Trade Policy Review for Chile in December 2023. The full report is available here: https://www.wto.org/english/tratop_e/tpr_e/tp551_e.htm   . The Organization for Economic Co-operation and Development (OECD) latest Investment Policy Review for Chile is from 1997, available here: http://www.oecd.org/daf/inv/investment-policy/34384328.pdf . On March 27, 2023, the OECD published a new report named “FDI Qualities Review of Chile: Boosting sustainable development and diversification,” which contains an updated assessment of Chile’s FDI policy framework as well as policy recommendations. Chile is not part of the countries covered to date by the United Nations Conference on Trade and Development’s (UNCTAD) Investment Policy Reviews.

  • Business Facilitation

The Chilean government has taken significant steps towards facilitating business transactions over the past decade. Starting in 2018, the government introduced an updated electronic and online systems for providing tax information, submitting complaints related to contract enforcement, and completing online registration of closed corporations (i.e., non-public corporations). In June 2019, the Ministry of Economy launched the Unified System for Permits (SUPER), an online single-window platform that brings together 182 license and permit procedures, simplifying the process of obtaining permits for investment projects. However, as noted previously, the private sector still considers the permitting process lengthy and overly cumbersome. Chile participates in the WTO Joint Initiative on Investment Facilitation for Development, which is coordinated by the country’s Permanent Representative to the WTO.

According to the World Bank, Chile has one of the shortest and most user-friendly processes among Latin American and Caribbean countries – 11 procedures and 29 days – to establish a foreign-owned limited liability company (LLC). Drafting statutes of a company and obtaining an authorization number can be done online at https://www.registrodeempresasysociedades.cl/   . Electronic signature and invoicing allow foreign investors to register a company, obtain a taxpayer identification number and get legal receipts, invoices, credit and debit notes, and accountant registries. A company typically needs to register with Chile’s Internal Revenue Service, obtain a business license from a municipality, and register either with the Institute of Occupational Safety (public) or with one of three private nonprofit entities that provide work-related accident insurance, which is mandatory for employers. In addition to the steps required of a domestic company, a foreign company establishing a subsidiary in Chile must authenticate the parent company’s documents abroad and register the incoming capital with the Central Bank. This procedure, established under Chapter XIV of the Foreign Exchange Regulations, requires a notice of conversion of foreign currency into Chilean pesos when the investment exceeds $10,000. The registration process at the Registry of Commerce of Santiago is available online.

  • Outward Investment

The Government of Chile does not have active policies to promote or incentivize outward investment, nor does it impose restrictions on FDI.

  • 2. Bilateral Investment and Taxation Treaties

Chile has signed 55 bilateral investment treaties (BITs), 34 of which are in force to date. Currently Chile has agreements in force with Austria, Belgium and Luxembourg, Costa Rica, Croatia, Cuba, Czechia, Denmark, El Salvador, Finland, France, Germany, Greece, Guatemala, Honduras, Hong Kong SAR, Iceland, Italy, Malaysia, Nicaragua, Norway, Panama, Paraguay, Philippines, Poland, Portugal, Romania, South Korea, Spain, Sweden, Switzerland, Ukraine, the United Kingdom, Uruguay, and Venezuela.

Chile has 32 free trade agreements (FTAs) with 66 countries. On January 1, 2004, the United States and Chile brought into force the investment chapter in their bilateral FTA. Chile has additional investment chapters in force under FTAs, or supplementary investment agreements to the FTAs with Argentina, Australia, Bolivia, Brazil, Canada, China, Colombia, Hong Kong SAR, Japan, Mexico, the Netherlands, Republic of Korea, Peru, the Pacific Alliance (composed of four countries: Chile, Colombia, Mexico, and Peru), and the Comprehensive and Progressive Transpacific Partnership (CPTPP). Chile is currently negotiating investment dispute resolution chapters that are part of FTA negotiations between the Pacific Alliance and Associated States (Australia, Canada, and New Zealand), and signed on January 26, 2022, the FTA between the Pacific Alliance and Singapore. Chile signed the Advanced Framework Agreement with the European Union on December 13, 2023. As of April 4, 2024, it has not yet entered into force.

The U.S.-Chile Bilateral Tax Treaty, signed in 2010, entered into force December 19, 2023. Chile has 36 other double taxation treaties in force with Argentina, Australia, Austria, Belgium, Brazil, Canada, China, Colombia, Croatia, Czechia, Denmark, Ecuador, France, India, Ireland, Italy, Japan, Malaysia, Mexico, the Netherlands, New Zealand, Norway, Paraguay, Peru, Poland, Portugal, Russia, South Africa, South Korea, Spain, Sweden, Switzerland, Thailand, the United Arab Emirates, the United Kingdom, and Uruguay. Chile also signed a double taxation agreement with the Pacific Alliance countries (Colombia, Mexico, and Peru), that has not yet entered into force.

Since the 2014 Tax Reform, the total income tax rate on dividends or profits earned by Chilean firms’ shareholders who are residents in other countries at 44.45 percent (a result of adding the 35 percent “retention tax” on dividends and profits to a 9.45 percent corporate income tax). Residents in countries, such as the United States, with a tax treaty in force with Chile are subject to a 35 percent retention tax rate, and no corporate income tax. Chile’s 2020 Tax Modernization bill reformed real estate and income taxes and applied Chile’s 19 percent value-added tax to foreign digital services.

3. Legal Regime

  • Transparency of the Regulatory System

Chile’s legal, regulatory, and accounting systems are transparent, generally provide clear rules for competition and a level playing field for foreigners and are consistent with international norms. However, environmental regulations, which include mandatory indigenous consultation required by the International Labor Organization’s Indigenous and Tribal Peoples Convention (ILO 169), and other permitting processes have become lengthy and unpredictable, especially in politically sensitive cases.

Chile does not have a regulatory oversight body. Four institutions play key roles in the rule-making process: the General-Secretariat of the Presidency (SEGPRES), the Ministry of Finance, the Ministry of Economy, and the General Comptroller of the Republic. Most regulations come from the national government; however, some, particularly those related to land use, are decided at the local level. Both national and local governments are involved in the issuance of environmental permits. Regulatory processes are managed by governmental entities. NGOs and private sector associations may participate in public hearings or comment periods.

In Chile, non-listed companies follow norms issued by the Accountants Professional Association, while publicly listed companies use the International Financial Reporting Standards (IFRS). Since January 2018, IFRS 9 entered into force for companies in all sectors except for banking, in which IFRS 15 will be applied. IFRS 16 entered into force in January 2019. On January 1, 2022, Chile’s Financial Market Commission (CMF) began implementation of the IFRS 17 accounting standards in the Chilean insurance market.

The legislation process in Chile allows for public hearings during discussion of draft bills in both chambers of Congress. Draft bills submitted by the Executive Branch to the Congress are readily available for public comment. Ministries and regulatory agencies are required by law to give notice of proposed regulations, but there is no formal requirement in Chile for consultation with the public, conducting regulatory impact assessments of proposed regulations, requesting comments, or reporting results of consultations. For lower-level regulations or norms that do not need congressional approval, there are no formal provisions for public hearing or comment. As a result, Chilean regulators and rulemaking bodies normally consult with stakeholders, but in a less formal manner.

All decrees and laws are published in the Diario Oficial (similar to the Federal Register in the United States), but other types of regulations are not always found there. There are no other centralized online locations where regulations in Chile are published.

According to the OECD, regulatory compliance rates in Chile are generally high. The approach to enforcement remains punitive rather than preventive, and regulators still prefer to inspect rather than collaborate with regulated entities on fostering compliance. Each institution with regulation enforcement responsibilities has its own sanction procedures. Law 19.880 from 2003 establishes the principles for reversal and hierarchical recourse against decisions by the administration. An administrative act can be challenged by lodging an action in the ordinary courts of justice, or by administrative means with a petition to the Comptroller General of the Republic. Affected parties may also make a formal appeal to the Constitutional Court against a specific regulation.

Chile still lacks a comprehensive, “whole of government” regulatory reform program. The OECD’s April 2016 “Regulatory Policy in Chile” report asserts that Chile took steps to improve its rule-making process, but still lags the OECD average in assessing the impact of regulations, consulting with outside parties on their design and evaluating them over time. According to the World Bank´s Global Indicators of Regulatory Governance, Chile has made limited progress on transparency, impact assessment and ways to appeal and challenge regulations. In a recent positive step, the government submitted to Congress on January 10, 2024, a bill that aims to reduce timeframes for obtaining permits, by imposing deadlines on permit procedures, with default decisions in case of no reply by authorities.

Chile’s level of fiscal transparency is excellent. Information on the budget and debt obligations, including explicit and contingent liabilities, is easily accessible online.

  • International Regulatory Considerations

Chile does not share regulatory sovereignty with any regional economic bloc. However, several international norms or standards from multilateral organizations (UN, WIPO, ILO, among others) are referenced or incorporated into the country’s regulatory system. As a member of the WTO, the Chile notifies draft technical regulations to the WTO Committee on Technical Barriers to Trade (TBT).

  • Legal System and Judicial Independence

Chile’s legal system is based on civil law. Chile’s legal and regulatory framework provides for effective means for enforcing property and contractual rights.

Laws governing issues of interest to foreign investors are found in several statutes, including the Commercial Code of 1868, the Civil Code, the Labor Code, and the General Banking Act. Chile has specialized courts for dealing with tax and labor issues.

The judicial system in Chile is generally transparent and independent. The likelihood of government intervention in court cases is low and state-owned enterprises or other government institutions are not given favorable treatment. If a state-owned firm is involved in the dispute, the Government of Chile may become directly involved through the State Defense Council, which represents the government interests in litigation cases related to expropriations. Regulations can be challenged before the court system, the National Comptroller, or the Constitutional Court, depending on the nature of the claim.

  • Laws and Regulations on Foreign Direct Investment

Chile’s framework for foreign investment is set by Law 20848 of 2015, which created InvestChile and the Agency for the Promotion of Foreign Investment (APIE), the successor to the former Foreign Investment Committee. The InvestChile website ( https://investchile.gob.cl/   ) provides relevant laws, rules, procedures, and reporting requirements for investors. For more on FDI regulations and services for foreign investors, see the section on Policies Towards Foreign Direct Investment.

Competition and Antitrust Laws

Chile’s anti-trust law prohibits mergers or acquisitions that would prevent free competition in the respective industry. An investor may voluntarily request a ruling by an anti-trust court that would state a planned investment would not have competition implications. The national economic prosecutor (FNE) is an active institution in conducting investigations for competition-related cases and filing complaints before the Free Competition Tribunal (TDLC), which has jurisdiction over those cases.

In February 2023, the FNE approved the sale of Soprole –a Chilean dairy products firm – by New Zealand-based Fonterra to Gloria – a Peruvian holding. The FNE found that, even though the overlap between Gloria’s and Soprole’s operations in some dairy products would increase market concentration, the presence of other competitors and potential entry of imported products meant there were no significant risks to competition in the sale.

In April 2023, the FNE ordered the TDLC to fine TWDC Enterprises 18 Corp. – owned by Disney Group – US$ 3.6 million for submitting false information when it notified FNE about a merger with 21st Century Fox in the cable television services market in 2018.

In July 2023, the FNE approved Germany-based holding Hapag Lloyd’s acquisition of SAAM Ports y SAAM Logistics, integrating shipping services with port operations and extra-port services. The FNE estimated that current regulations in the ports sector reduce risks of anti-competitive behavior such as blocking supplies, blocking clients or conglomerate risks.

In December 2023, the FNE approved, OnNet Fibra’s (partially owned by U.S.-based investment fund KKR) acquisition of Chile-based Entel’s fiber optic infrastructure assets subject to mitigation measures. The measures include eliminating exclusivity and non-competition clauses in the services contract between both companies, and Entel selling part of its fiber optic assets to a third company.

  • Expropriation and Compensation

Chilean law grants the government authority to expropriate property, including property of foreign investors, only on public interest or national interest grounds, on a non-discriminatory basis and in accordance with due process. The government has not nationalized a private firm since 1973. Expropriations of private land take place in a transparent manner, and typically only when the purpose is to build roads or other types of infrastructure. The law requires the payment of immediate compensation at fair market value, in addition to any applicable interest.

Dispute Settlement

  • ICSID Convention and New York Convention

Since 1991, Chile has been a member state to the International Center for the Settlement of Investment Disputes (ICSID Convention). In 1975, Chile became a signatory to the Convention on the Recognition and Enforcement of Foreign Arbitral Awards (1958 New York Convention).

National arbitration law in Chile includes the Civil Procedure Code (Law Num. 1552, modified by Law Num. 20.217 of 2007), and Law Num. 19.971 on International Commercial Arbitration.

Investor-State Dispute Settlement

Apart from the New York Convention, Chile is also a party to the Pan-American Convention on Private International Law (Bustamante Code) since 1934, the Inter-American Convention on International Commercial Arbitration (Panama Convention) since 1976, and the Washington Convention on the Settlement of Investment Disputes between States and Nationals of Other States since 1992.

The U.S.-Chile FTA, in force since 2004, includes an investment chapter that provides the right for investors to submit claims under the ICSID Convention, the United Nations Commission on International Trade Law (UNCITRAL) arbitration rules, or any other mutually agreed upon arbitral institution. Under the U.S.-Chile FTA, companies have the option to initiate a claim if they do not achieve a resolution in a previous consultations process with the Chilean government. One U.S. investor filed an arbitration claim against the State of Chile on January 31, 2024, under ICSID, invoking the U.S.-Chile FTA after ending a consultations process in 2023 with no agreement. According to the investor’s claim, the Chilean government breached the terms of a school food program’s public procurement contract by imposing arbitrary discounts in the price set for their services between 2019 and 2021. Another case involves three U.S.-based insurance companies that alleged financial losses because of the pension withdrawal bills of 2021 (Law 21.330), which allowed some retirees to seek an “advance payment” against their annuity accounts. In the case of these insurance companies, the consultations stage expired and there was no agreement with the government of Chile. The companies may still decide to initiate a case before ICSID.

Over the past 10 years, there were only four investment dispute cases brought by foreign investors against the state of Chile before the World Bank’s International Center for Settlement of Investment Disputes (ICSID) tribunal. In the first case, a Spanish-Chilean citizen demanded US$ 338.3 million in compensation for the alleged expropriation of Chilean newspaper El Clarín in 1975 by Chile’s military regime. ICSID issued a final ruling on January 7, 2020, in favor of the Chilean state and rejecting the claimant’s case. The second case was brought in 2017 by a Colombian firm, which held concession contracts as operators of the public transportation system in Santiago de Chile. The firm claimed US$ 347 million for Chilean government actions that allegedly created unfavorable operating conditions for the claimants’ subsidiaries and resulted in bankruptcy proceedings. On January 7, 2021, ICSID ruled in favor of the Chilean state, rejecting the claims. Two more cases pending resolution were brought by foreign investors in 2021. On April 13, 2021, a Chilean subsidiary of a Colombian power company filed an arbitration request against Chile related to an electrical transmission project. The authorities fined US$ 72.8 million for construction delays that the firm argues were due to unforeseeable circumstances. Hearings took place during 2023, and the ruling is expected in the first half of 2024. On August 13, 2021, two French firms operating the Santiago International Airport filed an arbitration request against the Chilean state for allegedly not taking measures to alleviate the temporary drop in their revenues from the decrease in air traffic and commercial airport activity due to the COVID-19 pandemic and the sanitary measures taken by the State, such as border closures and imposition of quarantines. In this case, the arbitration tribunal was constituted in 2022 and the Chilean state filed a request to address the objections to jurisdiction as a preliminary question.

Local courts respect and enforce foreign arbitration awards, and there is no history of extrajudicial action against foreign investors.

  • International Commercial Arbitration and Foreign Courts

Mediation and binding arbitration exist in Chile as alternative dispute resolution mechanisms. A suit may also be brought in court under expedited procedures involving the abrogation of constitutional rights. The U.S.-Chile FTA investment chapter encourages consultations or negotiations before recourse to dispute settlement mechanisms. If the parties fail to resolve the matter, the investor may submit a claim for arbitration. Provisions in Section C of the FTA ensure that the proceedings are transparent by requiring that all documents submitted to or issued by the tribunal be available to the public, and by stipulating those proceedings be public. The FTA investment chapter establishes clear and specific terms for making proceedings more efficient and avoiding frivolous claims. Chilean law is generally to be applied to all contracts. However, arbitral tribunals decide disputes in accordance with FTA obligations and applicable international law. The tribunal must also accept amicus curiae submissions.

The Chilean Judiciary Code and the Code of Civil Procedure govern domestic arbitration. Local courts respect and enforce foreign arbitral awards and judgments of foreign courts. Chile has a dual arbitration system in terms of regulation, meaning that different bodies of law govern domestic and international arbitration. International commercial arbitration is governed by the International Commercial Arbitration Act that is modeled on the 1985 UNCITRAL Model Law on International Commercial Arbitration. In addition to this statute, there is also Decree Law Number 2349 that regulates International Contracts for the Public Sector and sets forth a specific legal framework for the State and its entities to submit their disputes to international arbitration.

No Chilean state-owned enterprises (SOEs) have been involved in investment disputes in recent decades. A Chilean government agency filed an arbitration case in February 2021 against a U.S. firm at the International Chamber of Commerce International Court of Arbitration which remains pending.

  • Bankruptcy Regulations

Chile’s 1982 Insolvency Law was updated in October 2014. The current law aims to clarify and simplify liquidation and reorganization procedures for businesses to prevent criminalizing bankruptcy. It also established the new Superintendence of Insolvency and created specialized insolvency courts. Creditors’ approval is required to select the insolvency representative and to sell debtors’ substantial assets. The creditor also has the right to object to decisions accepting or rejecting creditors’ claims. However, the creditor cannot request information from the insolvency representative. The creditor may file for insolvency of the debtor, but for liquidation purposes only. The creditors are divided into classes for the purposes of voting on the reorganization plan; each class votes separately, and creditors in the same class are treated equally.

4. Industrial Policies

  • Investment Incentives

The Chilean government generally does not subsidize foreign investment, nor does it issue guarantees or joint financing for FDI projects. There are, however, some incentives directed toward isolated geographical zones and to the information technology sector. These benefits relate to co-financing of feasibility studies as well as to incentives for the purchase of land in industrial zones, the hiring of local labor, and the facilitation of project financing. Other important incentives include accelerated depreciation accounting for tax purposes and legal guarantees for remitting profits and capital. The 2020 Tax Reform, contained in Law 21.210 from 2020 established a Value Added Tax (VAT) exemption on capital goods (machines, vehicles, equipment, and accessories) for investments of at least US$5 million. Additionally, the Start-Up Chile program provides selected entrepreneurs with grants of up to US$80,000, along with a Chilean work visa to develop a “startup” business in Chile over a period of four to seven months. Chile has other special incentive programs aimed at promoting investment and employment in remote regions, as well as other areas that suffer development lags. All these opportunities are available in the same terms for both domestic and foreign investors.

  • Foreign Trade Zones/Free Ports/Trade Facilitation

Chile has two free trade zones: one in the northern port city of Iquique (Tarapaca Region) and the other in the far south port city of Punta Arenas (Magallanes Region). Merchants and manufacturers in these zones are exempt from corporate income tax, value added taxes (VAT) – on operations and services that take place inside the free trade zone – and customs duties. The same exemptions also apply to manufacturers in the Chacalluta and Las Americas Industrial Park in Arica (Arica and Parinacota Region). Mining, fishing, and financial services are not eligible for free trade zone concessions. Foreign-owned firms have the same investment opportunities in these zones as Chilean firms. The process for setting up a subsidiary is the same inside as outside the zones, regardless of whether the company is domestic or foreign owned.

  • Performance and Data Localization Requirements

Chile does not follow “forced localization.” A draft bill that is pending in Chile’s Congress could result in additional requirements (owner’s consent) for international data transfers in cases involving jurisdictions with data protection regimes below Chile’s standards. The bill, modeled after the European Union’s General Data Protection Regulation (GDPR) also proposes the creation of an independent Chilean Data Protection Agency that would be responsible for enforcing data protection standards.

Neither Chile’s Foreign Investment Promotion Agency nor the Central Bank applies performance requirements in their reviews of proposed investment projects. The investment chapter in the U.S.–Chile FTA establishes rules prohibiting performance requirements that apply to all investments, whether by a third party or domestic investors. The FTA investment chapter also regulates the use of mandatory performance requirements as a condition for receiving incentives and spells out certain exceptions. These include government procurement, qualifications for export and foreign aid programs, and non-discriminatory health, safety, and environmental requirements.

Chile does not apply requirements for foreign IT providers to turn over source code and/or provide access to encryption, nor are there restrictions for the free transmission of customer or business-related data outside the country. As a rule, there are no local data storage requirements. Chile’s Intellectual Property Law protects computer programs “whatever the mode or form of expression, as source program or object program, and the preparatory documentation, its technical description and user manuals.”

5. Protection of Property Rights

  • Real Property

Property rights and interests are recognized and generally enforced in Chile. There is a recognized and generally reliable system for recording mortgages and other forms of liens.

There are no restrictions on foreign ownership of buildings and land, and no time limit on the property rights acquired by them. The only exception, based on national security grounds, is for land located in border territories, which may not be owned by nationals or firms from border countries, without prior authorization of the President of Chile. There are no restrictions to foreign and/or non-resident investors regarding land leases or acquisitions. Unoccupied properties can always be claimed by their legal owners and, as usurpation is a criminal offense, several kinds of eviction procedures are allowed by the law, though they can sometimes be onerous and lengthy.

  • Intellectual Property Rights

According to the U.S. Chamber of Commerce’s International IP Index, Chile’s legal framework provides for fair and transparent use of compulsory licensing; extends necessary exclusive rights to copyright holders and maintains a voluntary notification system; and provides for civil and procedural remedies. However, IP protection challenges remain. Chile’s framework for trade secret protection has been deemed insufficient by private stakeholders. Pharmaceutical products suffer from relatively weak patenting procedures, the absence of an effective patent enforcement and resolution mechanism, and some gaps in regulation governing data protection.

The Government submitted to Congress in 2018 a bill to reform to Chile’s pharmaceutical drugs law called “Ley de Fármacos II”. A mixed committee tasked to reconcile conflicting amendments made by the Senate and the Lower Chamber indefinitely postponed its final review due to deadlock in Congress. While the pharmaceutical industry reports that the reconciliation process addressed some of their concerns regarding the new regulations, it identified the lack of coverage being offered in price regulations as an outstanding issue of concern.

In addition to Law 21.335 that modernizes certain aspects of Chile’s patent and IP regime, Law 21.426 against trade in illicit and counterfeit goods entered into force in 2022. Chile enacted two laws in 2023 that may strengthen IPR enforcement: Law 21.577 against organized crime established special investigative techniques and bolstered the confiscation of illicit profits, and Law 21.595 created new categories of “economic crimes,” new penalties, such as the confiscation of profits, and new criminal liability for legal entities. Chile also issued Decree 7/2023 on Information Security and Cybersecurity Policy compliance for government agencies. Right holders understand that this Decree will prevent government computer systems from having unlicensed software.

The Intellectual Property Brigade (BRIDEPI) of the Chilean Investigative Police (PDI) reported that it seized 51,312 counterfeit products in 2023, worth a total of US$ 13.6 million, and arrested 194 individuals on charges related to IPR infringement. Additionally, the National Customs Service reported that it seized more than 4.2 million counterfeit products in 2023.

Chile’s IPR enforcement remains relatively lax, particularly in relation to piracy, copyright, and patent protection, while prosecution of IP infringement is hindered by gaps in the legal framework and a lack of expertise in IP law among judges. Rights holders indicate a need for greater resources devoted to customs operations and a better-defined procedure for dealing with small packages containing infringing goods. The legal basis for detaining and seizing suspected transshipments is also insufficiently clear.

Since 2007, Chile has been on the U.S. Trade Representative’s (USTR) Special 301 Priority Watch List (PWL). In October 2018, Chile’s Congress successfully passed a law that criminalizes satellite piracy. In December 2021, the Government of Chile submitted legislation to implement a legal framework to penalize the circumvention of technology protection measures (TPM) by amending Chile’s existing IPR law. This legislation remains pending in Congress. However, other challenges remain related to longstanding IPR issues under the U.S.-Chile FTA: the pending implementation of UPOV 91; the implementation of an effective patent linkage in connection with applications to market pharmaceutical products; adequate protection for undisclosed data generated to obtain marketing approval for pharmaceutical products; and amendments to Chile’s Internet Service Provider liability regime to permit effective action against Internet piracy.

On December 13, 2023, Chile signed the updated Association Agreement with the European Union, accepting the protection of 222 product terms as Geographic Indicators (GI), including mostly cheeses and processed meats. The EU and Chile also agreed to give GI protection for some common product names such as parmesan, feta, and gruyere, which are also produced in many countries globally, including the United States and Chile. Chile’s broad acceptance of EU GIs and the inclusion of common names affects market access for U.S. dairy exports to Chile as provided for in the U.S.-Chile FTA. There is an ongoing engagement between the United States and Chile to preserve market access for U.S. products marketed in Chile using common names.

Chile is not listed in the USTR’s Notorious Markets List. For additional information about national laws and points of contact at local IP offices, please see WIPO’s country profiles at http://www.wipo.int/directory/en/   .

6. Financial Sector

  • Capital Markets and Portfolio Investment

Chile developed capital markets and keeps them open to foreign portfolio investors. Foreign firms offer services in Chile in areas such as financial information, data processing, financial advisory services, portfolio management, voluntary saving plans and pension funds. Under the U.S.-Chile FTA, Chile significantly opened its insurance sector, with very limited exceptions. The Santiago Stock Exchange is Chile’s dominant stock exchange, and the third largest in Latin America. However, when compared to other OECD countries, it has lower market liquidity.

The free flow of financial resources into Chile’s real economy allows its commodity export-dependent economy to adjust to external shocks. Chile accepted the obligations of the International Monetary Fund’s Article VIII (sections 2, 3 and 4) and maintains a free-floating exchange rate system, free of restrictions on payments and transfers for current international transactions. Credit is allocated on market terms and its various instruments are available to foreigners. The Central Bank of Chile (CBC) reserves the right to restrict foreign investors’ access to internal credit in case of a credit shortage but has not exerted this authority to date.

  • Money and Banking System

Chile has the highest banking services penetration rate in Latin America: 92 percent of residents older than 18 have a bank account. There are 13.5 million credit cards and 27.3 million debit cards in the Chilean banking system, along with 10.8 million current accounts and 20.7 million savings accounts. State-owned Banco Estado supports financial inclusion through CuentaRut, a commission-free card with an electronic account available for all Chilean residents (national and foreigners) with a RUT (national ID number). As of December 2023, nearly 14.6 million people (82 percent of Chilean residents) had a CuentaRut account.

The Chilean banking system is healthy and competitive. The 2019 General Law of Banks (LGB) provides general guidelines for establishing a capital adequacy system in line with Basel III standards and gave the Financial Market Commission (CMF), the regulator for banks, insurance companies and the stock market, the authority to establish its framework. All Chilean banks meet Basel III requirements, even though its implementation process ends on December 1, 2025. The system’s liquidity position (Liquidity Coverage Ratio) is on average above 200 percent, more than twice the regulatory limit (100%). Capital adequacy ratio of the system was 16.16 percent as of December 2023 and remains robust even when including discounts due to market and/or operational risks. As of December 2023, non-performing loans (i.e., loans 90 days past due) were 2.13 percent compared to 1.68 percent in December 2022. This result was influenced by the end of the expansive fiscal and monetary policies implemented in 2021 in response to the economic shock from the COVID-19 pandemic, and currently higher interest rates.

As of December 2023, the total assets of the Chilean banking system amounted to US$ 458.9 billion, according to the CMF. The largest six banks (Banco de Crédito e Inversiones, Banco Santander-Chile, Banco Estado, Banco de Chile, Scotiabank Chile, and Itaú Chile) accounted for 87.4 percent of the system’s assets. Chile’s Central Bank conducts the country’s monetary policy, is constitutionally autonomous from the government, and is not subject to regulation by the CMF.

Foreign banks have an important presence in Chile, comprising three out of the six largest banks of the system. Out of 17 banks currently in Chile, five are foreign owned but legally established banks in Chile and three are branches of foreign banks. Both categories are subject to the requirements of the Chilean banking law and to supervision by the CMF. There are also 25 representative offices of foreign banks in Chile, six of them from the United States. There are no reports of correspondent banking relationships withdrawal in Chile.

To open a bank account in Chile, a foreigner must present his/her Chilean ID Card or passport, Chilean tax ID number, proof of address, proof of income/solvency, photo, and fingerprints.

Foreign Exchange and Remittances

  • Foreign Exchange

Law 20.848, which regulates FDI (described in section 1), prohibits arbitrary discrimination against foreign investors and guarantees access to the formal foreign exchange market, as well as the free remittance of capital and profits generated by investments. There are no other restrictions or limitations placed on foreign investors for the conversion, transfer or remittance of funds associated with an investment.

Investors, importers, and others have access to foreign exchange in the official inter-bank currency market without restriction. The Central Bank of Chile (CBC) reserves the right to deny access to the inter-bank currency market for royalty payments more than five percent of sales. The same restriction applies to payments for the use of patents that exceed five percent of sales. In such cases, firms would have access to the informal market. The Chilean tax service reserves the right to prevent royalties of over five percent of sales from being counted as expenses for domestic tax purposes.

Chile has a free floating (flexible) exchange rate system since 1999. Exchange rates of foreign currencies are fully determined by the market. The CBC reserves the right to intervene under exceptional circumstances to correct significant deviations of the currency from its fundamentals. These interventions are not designed to maintain a determined exchange rate level, which results from the currency market supply and demand, but instead aim to preserve financial stability when there is an excessive volatility in the foreign exchange market. This authority has been used seven times since 1999, the latest being an announcement in July 2022 when the CBC injected US$ 25 billion into the foreign exchange market following an unusual depreciation of the Chilean peso (CLP) due to external shocks.

  • Remittance Policies

Remittances of profits generated by investments are allowed at any time after tax obligations are fulfilled; remittances of capital can be made after one year following the date of entry into the country. In practice, this permanency requirement does not constitute a restriction for productive investment, because projects normally need more than one year to mature. Under the investment chapter of the U.S.–Chile FTA, the parties must allow free transfer and without delay of covered investments into and out of its territory. These include transfers of profits, royalties, sales proceeds, and other remittances related to the investment. However, for certain types of short-term capital flows, this chapter allows Chile to impose transfer restrictions for up to 12 months, as long as those restrictions do not substantially impede transfers. If restrictions are found to impede transfers substantially, damages accrue from the date of the initiation of the measure. In practice, these restrictions have not been applied in the last two decades.

  • Sovereign Wealth Funds

The Government of Chile maintains two sovereign wealth funds (SWFs) built with savings from years with fiscal surpluses. The Economic and Social Stabilization Fund (FEES) was established in 2007 and was valued at US$5.1 billion as of February 2024. The purpose of the FEES is to fund public debt payments and temporary deficit spending to keep a countercyclical fiscal policy. The Pensions Reserve Fund (FRP) was built up in 2006 and amounted to US$8.6 billion as of February 2024. The purpose of the FRP is to anticipate future needs of payments to those eligible to receive pensions, but whose contributions to the private pension system fall below a minimum threshold.

Chile is a member of the International Working Group of Sovereign Wealth Funds (IWG) and adheres to the Santiago Principles.

Chile’s government policy is to invest SWFs entirely abroad into instruments denominated in foreign currencies, including sovereign bonds and related instruments, corporate and high-yield bonds, mortgage-backed securities from U.S. agencies, and stocks. Approximately 65.5 percent of the FEES (US$2.7 billion), as well as 50.3 percent of the FRP (US$4.3 billion), were invested in assets based in the United States as of January 2024.

7. State-Owned Enterprises

Chile had 28 state-owned enterprises (SOEs) in operation as of 2022. Twenty-seven SOEs are commercial companies and the newest one (FOINSA) is an infrastructure fund that was created to facilitate public-private partnership projects. At the same time, 25 SOEs are not listed and are fully owned by the government, while the remaining three are majority government owned. Ten Chilean SOEs operate in the port management sector, six in the services sector, three in the defense sector, three in the mining sector (including CODELCO, the world’s largest copper producer, and ENAP, an oil and gas company), two in transportation, one in the water sector, one is a TV station, and one is a state-owned bank (Banco Estado). The state holds a minority stake in four water companies after a privatization process. In 2022, total assets of Chilean SOEs amounted to US$ 81.8 billion, while their total net income was US$ 3.0 billion. Chilean SOEs employed 47,669 people in 2022.

Twenty SOEs in Chile fall under the supervision of the Public Enterprises System (SEP), a public agency that oversees SOE governance. The rest – including the largest SOEs such as CODELCO, ENAP and Banco Estado – have their own governance and report to the Executive Branch. Allocation of seats on the boards of Chilean SOEs is determined by the SEP or outlined by the laws that regulate them. In CODELCO’s corporate governance, there is a mix between seats appointed by recommendation from an independent high-level civil service committee, and seats allocated by political authorities in the government.

The Budget Directorate published an updated list of SOEs, including their financial management information, available in the following link: http://www.dipres.gob.cl/599/w3-propertyvalue-20890.html   .

In general, Chilean SOEs work under strict budget constraints and compete under the same regulatory and tax frameworks as private firms. The exception is ENAP, which is the only company allowed to refine oil in Chile. The main Chilean SOEs compete in the domestic market according to commercial terms. TVN (national TV broadcaster) and Banco Estado (Chile’s third biggest bank) operate in very competitive markets. Several other SOEs operate in sectors with characteristics of natural monopoly such as water, infrastructure, ports, and transportation, in some cases in public-private partnerships or join ventures with private firms. In general, Chilean SOEs operating in the domestic market provide non-discriminatory treatment in their purchases. CODELCO competes internationally as one of the world’s biggest copper producers, and it is developing a lithium division to operate Chile’s largest deposits in partnership with private companies. ENAP has oil and gas investments abroad with branches in Argentina, Ecuador, and Egypt. There are no significant investments from Chilean SOEs in the United States. As an OECD member, Chile adheres to the OECD Guidelines on Corporate Governance for SOEs.

  • Privatization Program

Chile does not have a privatization program.

8. Responsible Business Conduct

Awareness of the need to ensure corporate social responsibility has grown over the last two decades in Chile. However, NGOs and academics who monitor this issue believe that risk mapping and management practices still do not sufficiently reflect its importance.

On November 12, 2021, the CMF published new annual reporting requirements for publicly traded companies on policies, practices, and metrics adopted to meet environmental, social, and governance goals. The new regulation will require companies to restructure their annual reports to integrate sustainability issues throughout the report. The new annual report structure includes sections on company profile, corporate governance (including sustainability risks, particularly climate change), strategic objectives, personnel (include diversity, equity, inclusion and accessibility, workplace and sexual harassment, training, and benefits), business model, supplier management, regulatory compliance (related to customers, workers, environment, and free competition), and sustainability indicators (in line with international standards). The requirements went into effect for large businesses (of consolidated total assets of approximately $850 million or higher) for reporting year 2022, published in March 2023. For companies with less than $45 million consolidated assets, the requirements go into effect for reporting year 2023.

The government of Chile encourages foreign and local enterprises to follow generally accepted Responsible Business Conduct (RBC) principles and uses the United Nations’ Rio+20 Conference statements as its principal reference. Chile adheres since 1997 to the OECD Guidelines for Multinational Enterprises. It also recognizes the ILO Tripartite Declaration of Principles Concerning Multinational Enterprises and Social Policy; the UN Guiding Principles on Business and Human Rights; the UN Global Compact’s Ten Principles, and the ISO 26000 Guidance on Social Responsibility. The government established a National Contact Point (NCP) for OECD MNE guidelines located within the Undersecretariat for International Economic Relations, and has a Responsible Business Conduct Division, whose chief is also the NCP. In August 2017, Chile released its National Action Plan on Business and Human Rights based on the UN Guiding Principles. Separately, the Council on Social Responsibility for Sustainable Development, coordinated by Chile’s Ministry of Economy, is currently developing a National Policy on Social Responsibility.

Regarding procurement decisions, ChileCompra, the agency in charge of centralizing Chile’s public procurement, incorporates the existence of a Clean Production Certificate and an ISO 14001-2004 certificate on environmental management as part of its criteria to assign public purchases.

No high profile or controversial instances of corporate impact on human rights have occurred in Chile in recent years.

The Chilean government effectively and fairly enforces domestic labor, employment, consumer, and environmental protection laws. There are no dispute settlement cases against Chile related to the Labor and Environment Chapters of the Free Trade Agreements signed by Chile.

Regarding the protection of shareholders, the Superintendence of Securities and Insurance (SVS) has the responsibility of regulating and supervising all listed companies in Chile. Companies are generally required to have an audit committee, a directors committee, an anti-money laundering committee and an anti-terrorism finance committee. Laws do not require companies to have a nominating/corporate governance committee or a compensation committee. Compensation programs are typically established by the board of directors and/or the directors committee.

Independent NGOs in Chile promote and freely monitor RBC. Examples include NGO Acción Empresas Inicio – Acción Empresas (accionempresas.cl)   , Chilean chapter of the World Business Council for Sustainable Development (WBCSD); the Catholic University of Valparaiso’s Center for Social Responsibility and Sustainable Development VINCULAR: http://www.vincular.cl/;   ProHumana Foundation; and the Andres Bello University’s Center Vitrina Ambiental.

Chile is an OECD member but is not participating actively in the implementation of the OECD Due Diligence Guidance for Responsible Supply Chains of Minerals from Conflict-Afflicted and High-Risk Areas.

Chile is not part of the Extractive Industries Transparency Initiative (EITI). Chile joined The Montreux Document on Private Military and Security Companies in 2009. However, there are no private security companies based in Chile participating in the International Code of Conduct for Private Security Service Providers’ Association (ICoCA).

  • Additional Resources

Department of State

  • Country Reports on Human Rights Practices ( https://www.state.gov/reports-bureau-of-democracy-human-rights-and-labor/country-reports-on-human-rights-practices/ )
  • Trafficking in Persons Report ( https://www.state.gov/trafficking-in-persons-report/ )
  • Guidance on Implementing the “UN Guiding Principles” for Transactions Linked to Foreign Government End-Users for Products or Services with Surveillance Capabilities ( https://www.state.gov/key-topics-bureau-of-democracy-human-rights-and-labor/due-diligence-guidance/ )
  • U.S. National Contact Point for the OECD Guidelines for Multinational Enterprises ( https://www.state.gov/u-s-national-contact-point-for-the-oecd-guidelines-for-multinational-enterprises/ )
  • Xinjiang Supply Chain Business Advisory ( https://www.state.gov/xinjiang-supply-chain-business-advisory/ )

Department of the Treasury

  • OFAC Recent Actions ( https://home.treasury.gov/policy-issues/financial-sanctions/recent-actions   )

Department of Labor

  • Findings on the Worst Forms of Child Labor Report ( https://www.dol.gov/agencies/ilab/resources/reports/child-labor/findings   )
  • List of Goods Produced by Child Labor or Forced Labor ( https://www.dol.gov/agencies/ilab/reports/child-labor/list-of-goods   )
  • Sweat & Toil: Child Labor, Forced Labor, and Human Trafficking Around the World ( https://www.dol.gov/general/apps/ilab   )
  • Comply Chain ( https://www.dol.gov/ilab/complychain/   )
  • Climate Issues

Chile is one of the signatories of the Paris Agreement. The Environment Ministry published its 2050 Long-Term Climate Strategy (ECLP), a roadmap that details how Chile will fulfill its commitments, considering a 30-year timeframe. It was incorporated into Law 21.455, known as the Framework Law of Climate Change, enacted on June 13, 2022. The law also includes the Nationally Determined Contribution (NDC), which contains Chile’s commitments to the international community in mitigation and adaptation to climate change, which will be updated every five years. In 2022, Chile joined the Regional Escazu Agreement, which aims to guarantee full and effective access to environmental information, public participation in environmental decision-making process, and access to environmental justice.

The main climate-related policy measures introduced by the government belong to six categories: sustainable industry and mining; green hydrogen production; sustainable construction of housing and public/commercial buildings; electromobility in the public transport system; phasing out coal-fired power generation plants; and other energy efficiency measures.

Under the Framework Law of Climate Change, the Environment Ministry is responsible for drawing up an emissions mitigation plan with limits for each productive sector. There will be specific strategies and goals for the main sectors contributing to greenhouse gas emissions, some of them already in place. These will include: in the energy sector, phasing out coal-based power generation plants, with an aim to have closed 18 plants by 2025 and all of them by 2040; in the mining sector, reduction of greenhouse gas emissions to a minimum level by 2050 under the ECLP (both for emissions generated from the extraction and production processes, and indirectly, such as from electric power consumption); in the agricultural sector, Chile adhered to the COP26 goal to reduce methane (CH4) emissions by 30% by 2030, and joined the U.S. sponsor Global Methane Pledge.

In 2023, Chile passed the Nature Law that creates the Service for Biodiversity and Protected Areas (SBAP) complying with international protection and conservation commitments. Through SBAP, Chile standardizes the classification of protected areas based on the six categories defined by the International Union for Conservation of Nature (IUCN). Three of the categories – strict nature reserve (Ia) and wilderness area (Ib), national park (II), natural monument or feature (III) – prohibit all commercial exploitation of natural resources and industrial infrastructure.

Chile introduced in 2020 an emissions compensation mechanism for companies that pay green taxes, which are currently applied to emissions of particulate matter, sulfur dioxide, nitrogen oxide and carbon dioxide. This mechanism created a regulated carbon market, which allows industries to reduce their tax burden by financing emission reduction or emission absorption projects carried out by NGOs, foundations, or other institutions. Some examples of projects that can use this mechanism include energy efficiency initiatives, heater replacement, clean transportation, and reforestation.

There is increasing incorporation of environmental considerations into public procurement. In 2012, the government published the Socially Responsible Purchasing Policy, containing strategic sustainability guidelines, which are non-binding recommendations. In 2016, the Ministry of the Environment launched a public procurement policy with environmental criteria, both for the bidder’s operations and the characteristics of the products purchased.

9. Corruption

Chile implements various laws to combat public corruption, including the 2009 Transparency Law that mandates disclosure of public information related to all areas of government and created an autonomous Transparency Council in charge of overseeing its implementation. Subsequent amendments expanded the number of public trust positions required to release financial disclosure, mandated disclosure in greater details, and allowed for stronger penalties for noncompliance.

In March 2020, the government proposed new legislation aimed at combatting corruption, as well as economic and electoral crimes. Four new pieces of legislation seek to strengthen enforcement and increase penalties for collusion among firms; increase penalties for insider trading; provide protections for whistleblowers seeking to expose state corruption; and expand the statute of limitations for electoral crimes. This legislation remains under discussion in the Chilean Congress.

Anti-corruption laws, in particular mandatory asset disclosure, do extend to family members of officials. Political parties are subject to laws that limit campaign financing and require transparency in party governance and contributions to parties and campaigns.

Regarding government procurement, the ChileCompra (central public procurement agency) website allows users to anonymously report irregularities in procurement. An executive decree defines sanctions for public officials who do not adequately justify direct contracts. The Corporate Criminal Liability Law provides that corporate entities can have their compliance programs reviewed by domestic firms authorized by Chile’s Financial Market Commission (CMF) to certify them as sufficient. The General Comptroller’s office oversees the control of the legal aspects, management, pre-audit and post-audit functions of all civil service activities. Private companies have increasingly incorporated internal control measures, as well as ethics committees as part of their corporate governance, and compliance management sections. Additionally, Chile Transparente (Chilean branch of Transparency International) developed a Corruption Prevention System to facilitate private firms’ compliance with the Corporate Criminal Liability Law.

Chile signed and ratified the Organization of American States (OAS) Convention against Corruption. The country also ratified the UN Anticorruption Convention on September 13, 2006. Chile is also an active member of the Open Government Partnership (OGP) and, as an OECD member, adopted the OECD Anti-Bribery Convention.

NGOs that investigate corruption operate in a free and adequately protected manner. U.S. firms have not identified corruption as an obstacle to FDI.

  • Resources to Report Corruption

Dorothy Perez Gutierrez General Comptroller Comptroller General’s Office Teatinos 56, Santiago de Chile +56 2 32401100

David Ibaceta Medina Director General Consejo para la Transparencia Morande 360 piso 7 (+56)-(2)-2495-2000 [email protected]  

Michel Figueroa Executive Director Chile Transparente (Chile branch of Transparency International) Perez Valenzuela 1687, piso 1, Providencia, Santiago, Chile (+56)-(2)-2236 4507 [email protected]  

Octavio Del Favero Executive Director Ciudadania Inteligente Holanda 895, Providencia, Santiago, Chile (+56)-(2)-2419-2770 https://ciudadaniai.org/contact  

Benjamín García Executive Director Espacio Publico Orrego Luco 087, Piso 3. Providencia, Santiago, Chile T: (+56) (9) 6258 3871 [email protected]  

Observatorio Anticorrupción (Run by Espacio Publico and Ciudadania Inteligente) https://observatorioanticorrupcion.cl/  

Ma nuel Henriquez Executive Director Observatorio Fiscal (focused on public spending) Don Carlos 2983, Oficina 3, Las Condes, Santiago, Chile (+562) (2) 4572 975 [email protected]  

  • 10. Political and Security Environment

Pursuant to a political accord in response to the 2019 civil unrest, Chile held a plebiscite in October 2020 in which citizens voted to draft a new constitution. In September 2022, Chileans rejected by a nearly 62 to 38 percent margin a draft constitution that reflected the vision of the political left. In December 2022, lawmakers established a second constitutional process. Voters also rejected, in December 2023, the second constitutional draft, penned by the political right, by a nearly 55 to 44 percent margin. In January, President Boric closed discussions on constitutional reform during his administration, leaving the current constitution unaltered.

Prior to 2019, there were generally few incidents of politically motivated attacks on investment projects or installations except for the southern areas of Araucania region and Arauco province in neighboring Bio Bio region. This area, home to nearly half a million indigenous inhabitants, has seen an ongoing trend of politically motivated violence and organized criminal activity. Land claims and conflicts with forestry companies are the main grievances underneath the radicalization of a relatively small number of indigenous Mapuche communities, which has led to the rise of organized groups that pursue their demands by violent means. Incidents include arson attacks on churches, farms, forestry plantations, forestry contractors’ machinery and vehicles, and private vehicles, as well as occupation of private lands, resulting in over a half-dozen deaths (including some by police forces), injuries, and damage to property. Since October 2021, the Chilean Congress has extended the State of Emergency in the Araucanía Region every 15 days. The State of Emergency permits the Chilean army to support Carabinero police actions, specifically to secure important transportation corridors. Government data suggests the State of Emergency’s success – pointing to a 30 percent reduction in rural violence. President Boric announced the creation of a Presidential Commission for Peace and Understanding on June 21, 2023, to find a solution to Mapuche land claims.

Since 2007, Chile has experienced several small-scale attacks with explosive and incendiary devices, targeting mostly banks, police stations, and public spaces throughout Santiago, including metro stations, universities, and churches. ATMs have been blown up in the late evenings or early mornings. Attacks generally occur during times of minimal civilian foot traffic and have generally avoided causing civilian casualties. Eleven incidents of bombs that either exploded, were defused by authorities, or failed to detonate have occurred since May 2019. Anarchist groups often claim responsibility for these acts, as well as violent incidents during student and labor protests. According to analysts and media reports, these anarchist groups do not have a unified manifesto, but their motives revolve around general anti-government sentiment, including environmental degradation; restitution of public lands to indigenous groups; imprisoned acquaintances; protest of public transportation costs; and denunciation of “corporate greed.” Half a dozen activists are currently convicted and imprisoned for attacks that claimed about 15 injuries among civilians and police officers.

While the security environment is generally safe, street crime, carjackings, telephone scams, and residential break-ins are common, especially in larger cities. Law enforcement agencies have observed an increase in transnational criminal activity and attempts by narcotics organizations to gain footholds in Chile. Vehicle thefts are a serious problem in Valparaiso and northern Chile (from Iquique to Arica), with most of those vehicles allegedly smuggled into neighboring Bolivia. On occasion, illegal activity by striking workers resulted in damage to corporate property or a disruption of operations. Some firms have publicly expressed concern that during a contentious strike, law enforcement has appeared reluctant to protect private property.

Chilean authorities have attributed an increase in violent crime in Chile, in part, to an increase in Chile of migrants connected to transnational criminal organizations. President Boric and the Interior Ministry view border control as one of the primary methods to reduce crime in Chile. In July 2023, President Boric introduced a new National Policy on Migration and Foreigners. In June 2023, President Boric announced that he would fast-track a bill to create a new Ministry of Public Security, and Chile’s Congress continues to debate numerous security-related bills.

Chilean civil society is active, and demonstrations occur frequently. Although most demonstrations are peaceful, criminal elements have taken advantage of civil society protests to loot stores along protest routes and clash with the police. Annual demonstrations to mark March 29, the Day of the Young Combatant; September 11, the anniversary of the 1973 coup against the government of President Salvador Allende; and October 18, the anniversary of the outbreak of the 2019 civil unrest, have resulted in damage to property, looting, and scuffles between police and protestors.

  • 11. Labor Policies and Practices

Unemployment in Chile averaged 8.6 percent of the labor force during 2023, while the labor participation rate was 62.1 percent of the working age population, estimated as 16.3 million people in December 2023. The labor participation of migrants was 75.8 percent of the working age foreign population in Chile, estimated at 1.0 million people in December 2023. Chilean workers are adequately skilled and some sectors such as mining, agriculture, and fishing employ highly skilled workers. In general, there is an adequate availability of technicians and professionals. The National Institute of Statistics (INE) estimates informal employment in Chile in 27.6 percent of the workforce as of December 2023.

Article 19 of the Labor Code stipulates that employers must hire Chileans for at least 85 percent of their staff, except in the case of firms with less than 25 employees. However, Article 20 of the Labor Code includes several provisions under which foreign employees can exceed 25 percent, independent of the size of the company.

In general, employees who have been working for at least one year are entitled to statutory severance pay, upon dismissal without cause, equivalent to 30 days of the last monthly remuneration earned, for each year of service. The upper limit is 330 days (11 years of service) for workers with a contract in force for one year or more. The same amount is payable to a worker whose contract is terminated for economic reasons. Upon termination, regardless of the reason, domestic workers are entitled to an unemployment insurance benefit funded by the employee and employer contributions to an individual unemployment fund equivalent to three percent of the monthly remuneration. The employer’s contributions shall be paid for a maximum of 11 years by the same employer. Another fund made up of employer and government contributions is used for complementary unemployment payments when needed.

Labor and environmental laws are not waived to attract or retain investments.

During 2022 (latest data available), Labor Directorate data showed that 11,256 unions and 2,493 workers federations were active. In the same period, 411,390 workers were covered by collective bargaining agreements. Unions can form nationwide labor associations and can affiliate with international labor federations. Contracts are normally negotiated at the company level. Workers in public institutions do not have collective bargaining rights, but national public workers’ associations undertake annual negotiations with the government.

The Labor Directorate under the Ministry of Labor is responsible for enforcing labor laws and regulations. Both employers and workers may request labor mediation from the Labor Directorate, which is an alternate dispute resolution model aimed at facilitating communication and agreement between both parties.

Labor Directorate data shows that 661 legal strikes occurred in 2022 (latest data available), involving 106,821 workers during the same period. As legal strikes in Chile have a restricted scope and duration, in general they do not present a risk for foreign investment.

Chile has and generally enforces laws and regulations in accordance with internationally recognized labor rights of freedom of association and collective bargaining, the elimination of forced labor, child labor, including the minimum age for work, discrimination with respect to employment and occupation, and acceptable conditions of work related to minimum wage, occupational safety and health, and hours of work. On January 1, 2023, Chile raised its monthly minimum wage to CLP 410,000 – US$ 496– for all occupations, including household domestic staff, more than twice the official poverty line. Workers older than 64 or younger than 19 years old or younger are eligible for a special minimum wage of CLP 305,851 (US$ 370) a month. Information on potential gaps in law or practice with international labor standards by the International Labor Organization is pending.

Collective bargaining is not allowed in companies or organizations dependent upon the Defense Ministry or whose employees are prohibited from striking, such as in health care, law enforcement, and public utilities. Labor courts can require workers to resume work upon a determination that a strike causes serious risk to health, national security, the supply of goods or services to the population, or to the national economy.

The U.S.-Chile FTA, in force since January 1, 2004, requires the United States and Chile to maintain effective labor and environmental enforcement.

In April 2023, congress passed a law to enact a 40-hour work week by May 2028 by gradually decreasing the 45-hour work week. The lowering of the maximum number of labor hours is implemented gradually from 44 hours since its promulgation, 42 hours the second year, and 40 hours starting the third year of its promulgation. Provisions on premium compensation for overtime work are not affected by the new law. The law provided exemptions from restrictions on hours of work for some categories of workers such as managers; administrators; employees of fishing boats; restaurant, club, and hotel workers; drivers; airplane crews; telecommuters or employees who worked outside of the office; and professional athletes.

  • 12. U.S. International Development Finance Corporation (DFC), and Other Investment Insurance or Development Finance Programs

Since 2013, Overseas Private Investment Corporation (OPIC) partnered with U.S. solar energy developers to finance five large-scale power facilities throughout the Atacama Desert in northern Chile, one of which remains operational. Other OPIC-financed projects in the country include the run-of-river hydropower project Alto Maipo, and the toll road Vespucio Norte Express. There are no investment incentive agreements between Chile and the United States that support them. Since the World Bank categorized it as a high-income country, Chile is ineligible for U.S. International Development Finance Corporation financing.

  • 13. Foreign Direct Investment Statistics
Host Country Gross Domestic Product (GDP) (USD billion) 2022 302.5 2022 301.7  
U.S. FDI in host country (USD billion, stock positions) 2022 25.2 2022 29.2 BEA data available at  
Host country’s FDI in the United States (USD billion, stock positions) 2022 14.4 2022 5.1 BEA data available at  
Total inbound stock of FDI as % host GDP 2022 88.7 2022 84.9% UNCTAD data available at  

* Source for Host Country Data: Central Bank of Chile, 2022 year-end data released in March 2023.

Total Inward 256,517 100% Total Outward 136,011 100%
Canada 35,537 13.9% Brazil 15,067 11.1%
United States 22,758 8.9% United States 11,980 8.8%
The Netherlands 21,221 8.3% Peru 9,768 7.2%
United Kingdom 19,675 7.7% Germany 9,754 7.2%
Spain 18,268 7.1% Colombia 7,053 5.2%
“0” reflects amounts rounded to +/- USD 500,000.

According to the IMF’s Coordinated Direct Investment Survey (CDIS), total stock of FDI in Chile in 2022 amounted to US$ 256.5 billion, compared to US$ 237.0 billion in 2021. Canada, the United States, and the Netherlands are the main sources of FDI to Chile (same rank order as in 2021) with US$ 35.5 billion, US$ 22.8 billion and US$ 21.2 billion, respectively, concentrating 31.1 percent of the total.

Chile’s outward direct investment stock in 2022 amounted to US$ 136.0 billion, compared to US$ 132.5 billion in 2021. It is less concentrated in South America than in previous years, with Brazil, Peru, and Colombia combined representing nearly 23.5 percent of total Chilean outward FDI. The United States and Germany are the second and fourth destination, respectively, of Chilean FDI with 16 percent of the total, combined.

The data below is consistent with host country statistics. Although less prominent than in previous years, some tax havens are relevant sources of inward FDI to Chile, with Bermuda, the British Virgin Islands, and Luxembourg ranking eleventh, twelfth, and sixteenth, respectively, according to the Central Bank of Chile. However, the category “Not Specified (including Confidential)” totals US$ 93.9 billion, more than any other country source of inward FDI into Chile.

  • 14. Contact for More Information

Alexis Gutiérrez Economic Specialist Avenida Andrés Bello 2800, Las Condes, Santiago, Chile (56-9) 4268 9005 [email protected]  

On This Page

U.s. department of state, the lessons of 1989: freedom and our future.

East Bay Times

Education | Two new laws crack down on sexual harassment at…

Share this:.

  • Click to share on Facebook (Opens in new window)
  • Click to share on Twitter (Opens in new window)
  • Click to print (Opens in new window)
  • Click to email a link to a friend (Opens in new window)

Today's e-Edition

  • Latest News
  • Environment
  • Transportation

Education | Two new laws crack down on sexual harassment at California universities

Bills follow sexual misconduct at san jose state.

sample case studies in higher education

The new laws Gov. Gavin Newsom signed July 15 require Cal State University officials to expand current sexual assault prevention training, standardize investigation and reporting processes, track cases and address unprofessional conduct that doesn’t fall under sexual harassment.

“The signing of these bills is a significant first step to fostering cultural change, accountability and trust at these institutions,” said Assemblyman Mike Fong, an Alhambra Democrat who chairs the Assembly Higher Education Committee and coordinated a 12-bill package addressing sexual harassment.

Amy Bentley-Smith, a Cal State University spokeswoman, said “CSU has worked very closely with the Legislature on this bill package for the last year and are pleased to see both bills signed.” San Jose State declined to comment on the bills.

San Jose State, the oldest CSU campus, made headlines in 2020 when an investigation revealed that the Spartans’ sports medicine director and head athletic trainer, Scott Shaw, had sexually harassed at least ten former and current SJSU student-athletes.

The scandal led to a U.S. Department of Justice investigation, the resignations of the school’s president, Mary Papazian, and Athletic Director Marie Tuite and forced the university to pay more than $5 million to over two dozen athletes Shaw had treated. In November, Shaw was sentenced to two years for sexually abusing students under the guise of treatment.

Controversy hit the Cal State University system again in 2022 when a USA Today investigation found the system’s then-chancellor, Joseph I. Castro, had mishandled sexual harassment claims while he was president of Fresno State. Castro resigned shortly after, along with several other top officials across the university’s 23 campuses.

To address the growing problem, Cal State University paid San Francisco-based law firm Cozen O’Connor around $1 million to conduct a systemwide investigation into how its campuses were handling sexual misconduct complaints. The 236-page Cozen O’Connor report — released July 2023 — found failures across the entire university system that resulted in the mishandling of hundreds of sexual misconduct complaints.

A separate July 2023 report by the California State Auditor — which focused on Cal State University’s Chancellor’s Office and three campuses, including San Jose State — found similar concerns with how campuses were investigating allegations and disciplining employees who had engaged in sexual harassment or misconduct.

The state auditor report included eight recommendations for the CSU Chancellor’s Office to improve the university’s policies, including requiring case tracking, consistent investigation and reporting processes and establishing requirements for addressing conduct that is unprofessional but does not fall under sexual harassment.

One of the bills Newsom signed, AB 1790 by Assemblyman Damon Connolly, a San Rafael Democrat, requires California State University to implement the auditor’s recommendations by July 1, 2026. The university system also must submit an initial report of the status of implementation by July 1 of next year.

“This legislation will ensure that survivors are heard, perpetrators are held accountable, and our educational institutions uphold the highest standards of justice and support,” Connolly said in a news release.

Newsom also signed AB 2608 by Assemblyman Jesse Gabriel, an Encino Democrat, which will expand current sexual assault prevention training at colleges and universities to include topics related to alcohol- and drug-facilitated sexual assault and increase students’ access to confidential support and resources. Bentley-Smith said Cal State University officially supported the bill.

Fong said the 12-bill package aims to address and prevent sexual harassment at higher education institutions across the state, improving the campus climate at all California colleges and universities, not just Cal State University.

He added that improving how California addresses and prevents sexual discrimination and harassment at colleges and universities has been a priority of the Assembly Higher Education Committee for many years.

The other bills in the 12-bill package are working their way through the state Legislature, including some that would require a systemwide Office of Civil Rights to oversee policies and establish a Title IX office at CSU and UC campuses, and a few that would have implications for employees who have engaged in sexual harassment.

One aims to target “pass the harasser” policies — a well-known practice referred to by the Chronicle of Higher Education as “higher ed’s worst-kept secret.”

Currently, a college faculty, staff or administrator found to have committed sexual harassment can resign and still get a new job at a different campus because universities don’t share previous misconduct of former employees.

AB 810, by Glendale Assemblywoman Laura Friedman, a Burbank Democrat, would require applicants to disclose if they had previously been found guilty of sexual misconduct. Friedman said the bill does not prohibit a college from hiring the applicant, but ensures administrators are aware of that applicant’s history.

The Cal State Student Association, which represents nearly half a million students in the CSU system, voiced support for nearly every bill in the 12-bill package, including Friedman’s bill.

“We commend the efforts put forth in the Call to Action Report by the committee,” the association said. “The findings underscored significant shortcomings in addressing discrimination and inequitable treatment within the CSU system which deeply concern us.”

Fong said he is hopeful the entire legislative package will be signed into law, but knows it will be a multiyear effort.

“There is still much work ahead,” Fong said, “but I am confident in the impact this legislative package will have for our campus communities.”

  • Report an error
  • Policies and Standards

More in Education

Changes are underway one year after scathing audits showed how the California State University system failed to handle reports of sexual discrimination, harassment and assault in its Title IX offices.

Education | Broken trust: Cal State is mending how it handles sexual discrimination cases

The lengthy "governing agenda" for the next conservative president is becoming a growing matter of contention in the 2024 election cycle.

National Politics | What is Project 2025, and how does it target California?

Ryan Jergesen and Linda Hurley's wanted the small Alameda County school to display only the California and U.S. flags

Education | Recall vote ousts 2 East Bay school board members who pushed to ban gay Pride flags

They're easy to use and available to any resident with a valid Contra Costa County Library card.

Local News | Library Lines: Pick up, return materials at new North Richmond lockers

IMAGES

  1. 49 Free Case Study Templates ( + Case Study Format Examples + )

    sample case studies in higher education

  2. 49 Free Case Study Templates ( + Case Study Format Examples + )

    sample case studies in higher education

  3. 12+ Case Study Examples

    sample case studies in higher education

  4. 31+ Case Study Samples

    sample case studies in higher education

  5. Case Study Methodology in Higher Education

    sample case studies in higher education

  6. 49 Free Case Study Templates ( + Case Study Format Examples + )

    sample case studies in higher education

VIDEO

  1. Hear how students contributed to a cold case analysis project by LOCATE International

  2. 55 Questions Case Studies Sample Package

  3. Common Mistakes That Get PhD Applicants Rejected

  4. Roadmap for transitioning to Business Analysis in 2024

  5. Brenac & Gonzalez & Associés : La prise en compte de la durabilité dans le projet Higher-Roch

  6. 5 Management Colleges Apart from IIMs? Manageent Colleges in India #shorts #supergradsipm #iims

COMMENTS

  1. Case Studies

    Case Studies. Print Version. Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible.

  2. Case studies and practical examples: Supporting ...

    Search for: HOME; OUR MISSION. About; ACCESS MODELS. Institutional. Library Provisioned Textbooks

  3. Case Studies in Higher Education

    Teaching case studies can help students put theories into practice and is often useful in identifying problems not revealed through a more traditional approach. Gale Case Studies was created by university faculty and developed specifically for the classroom. This new higher education tool gives undergraduate students the chance to sharpen their ...

  4. Case studies

    Bring the SDGs into the classroom through role play and gamification. A case study showing how simulations, role playing and gamification can develop students' global citizenship and help grand challenges feel more surmountable. Shelini Surendran, Kat Mack, Anand Mistry. University of Surrey.

  5. Making Learning Relevant With Case Studies

    1. Identify a problem to investigate: This should be something accessible and relevant to students' lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers. 2. Give context: Think of this step as a movie preview or book summary.

  6. Teaching Guide

    Case studies offer a student-centered approach to learning that asks students to identify, explore, and provide solutions to real-world problems by focusing on case-specific examples (Wiek, Xiong, Brundiers, van der Leeuw, 2014, p 434). This approach simulates real life practice in sustainability education in that it illuminates the ongoing complexity of the problems being addressed.

  7. Case Studies Archive

    Higher Education | K-12; Case Studies. The New Department Chair. July 10, 2024. The political science department at York State College was previously led autocratically by a department chair who tightly controlled all aspects of the department. Upon his sudden death, a new… READ MORE.

  8. Case-Based Learning

    Case-Based Learning. Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom's Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or ...

  9. Journal of Cases in Educational Leadership: Sage Journals

    The Journal of Cases in Educational Leadership (JCEL) publishes peer-reviewed cases appropriate for use in programs that prepare educational leaders. The journal offers a wide range of cases that embody relevant and timely presentations of issues … | View full journal description. This journal is a member of the Committee on Publication ...

  10. Using Case Studies to Teach

    Advantages to the use of case studies in class. A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in: Problem solving. Analytical tools, quantitative and/or qualitative, depending on the case.

  11. PDF When Culture and Change Collide In Higher Education: A Case Study at

    Keywords: case study, change in higher education, change model, culture, leadership ackground: Now more than ever, higher education finds itself at a crossroads where traditional views of education's intrinsic value collide with market needs and the desires of key constituents, stakeholders, or customers (Baker & Baldwin, 2015).

  12. Case Study Resources

    Harvard Education Press provides access to cases in higher education and K-12 education. Topics include administration and finance, curriculum development, external relations and public affairs, faculty, human resources, leadership, marketing, planning, student affairs, data use, and community organizing. Harvard Kennedy School Case Program.

  13. Case studies in higher education leadership and management: An

    Abstract : This book of case studies is designed to serve as a resource guide to help higher education students apply higher education leadership and management theories to practice, and to allow them to actively engage in working through diverse institutional issues within assorted institutional contexts.

  14. A Qualitative Case Study of Students' Perceptions of Their Experiences

    delivery method in higher education and has increased access to higher education by providing students an opportunity to take classes on their optimal schedule. A review of a survey of over 1,000 higher education institutions verified that both online and blended course offerings have increased in higher education institutions. The

  15. 22 Cases and Articles to Help Bring Diversity Issues into Class

    T he recent civic unrest in the United States following the death of George Floyd has elevated the urgency to recognize and study issues of diversity and the needs of underrepresented groups in all aspects of public life.. Business schools—and educational institutions across the spectrum—are no exception. It's vital that educators facilitate safe and productive dialogue with students ...

  16. Case Studies

    Case studies vary in length and detail, and can be used in a number of ways, depending on the case itself and on the instructor's goals. They can be short (a few paragraphs) or long (e.g. 20+ pages). They can be used in lecture-based or discussion-based classes. They can be real, with all the detail drawn from actual people and circumstances ...

  17. Case Study Analysis as an Effective Teaching Strategy: Perceptions of

    This was done after the students were introduced to the case study method using a sample case study prior to the study. The instructor explained to the students how to solve the sample problem, including how to accomplish the role-specific competencies in the courses through case study analysis. ... The internet and higher education, 7(2), 95 ...

  18. PDF Lifelong Learning Skills in Higher Education: a Case Study Based on The

    This study was designed as a case study to investigate a particular course activity because case study research is accepted as a common form of qualitative research that aims to find out meaning, to investigate process, and to gain deeper understanding of individuals, groups, or situations (Lodico et al., 2010: 175). Furthermore, case

  19. The Case for Case Studies in Higher Ed

    Some of the top benefits of incorporating case studies into your classroom include: Connecting Theory to Practice: Case studies offer a unique way for students to transfer the theoretical concepts that they learn in class to an applied setting. Encouraging Problem Solving: Providing students with real-world examples of how they can apply what ...

  20. Case Study Methodology in Higher Education

    Case Study Methodology in Higher Education. Baron, Annette, McNeal, Kelly. IGI Global, Jun 28, 2019 - Education - 393 pages. In higher education, case studies can be utilized to have students put themselves into problems faced by a protagonist and, by doing so, address academic or career-related issues. Working through these issues provides ...

  21. PDF BENEFITS, CHALLENGES, AND SAMPLE USE CASES OF ...

    BENEFITS. The integration of AI in higher education classrooms presents an opportunity for deeper learning. AI enables personalized learning, catering to individual students' pace and proficiency. By doing so, it encourages deeper understanding rather than rote memorization.

  22. Case studies in higher education leadership and management : an

    viii, 94 pages ; 23 cm "The Warner School of Education in partnership with the Warner Center at the University of Rochester." "This book of case studies is designed to serve as a resource guide to help higher education students apply higher education leadership and management theories to practice, and to allow them to actively engage in working through diverse institutional issues within ...

  23. Emotion and moral purposes in higher education teaching: poetic case

    Although teaching is emotionally and ethically demanding, higher education teachers' emotions, values and sense of moral purpose are under-researched. This study examines 66 case examples of teachers' emotional experiences to see whether and what kinds of moral concerns underpin those emotional moments.

  24. Full article: Work-life balance among higher-education professionals in

    Sample. Samples of the study were obtained from eight government-funded universities in both cases, resulting in a total of 16 universities. ... Studies in Higher Education 46 : ... A Case Study of the Hotel Industry in Hatyai District, Songkhla Province and Kathu District, ...

  25. The New Ventures in Higher Education

    Twelve years ago, Noah Pickus, a Duke ethics professor, and Bryan Penprase, an astronomer at Pomona College, found themselves discussing the state of higher education at a bar in Chicago."Over hazy IPAs we discovered a mutual frustration with the ways in which colleges and universities imitate each other in a race for improved college rankings and prestige," wrote the two in a recent issue ...

  26. 9 Case Study Examples, Plus a Useful Case Study Template

    The best way to learn how to write one is by reading a stellar business case study example. What is a case study? A case study is a document business-to-business (B2B) companies use to illustrate how their product or service helped a client achieve their goals. A winning case study introduces the featured client, gives a brief description of their challenge or goal, and showcases the results ...

  27. How and when employee mindfulness influences employees ...

    Despite research has identified several social resources to promote employees' knowledge sharing behavior, studies on the effect of personal resources are limited. Thus, our research intends to contribute by examining the role of employee mindfulness as an essential personal resource in influencing their knowledge sharing behavior. Based on the conservation of resources (COR) theory, we ...

  28. Chile

    Another case involves three U.S.-based insurance companies that alleged financial losses because of the pension withdrawal bills of 2021 (Law 21.330), which allowed some retirees to seek an "advance payment" against their annuity accounts. ... These benefits relate to co-financing of feasibility studies as well as to incentives for the ...

  29. July 2024 NDTAC Webinar: A Closer Look at Title I, Part D Facility

    An analysis of an anonymous case study: make an eligibility assessment and engage in a group discussion to share decisions and ask questions. ... and developing TA products for state health and education agencies. Title I, Part D Program Officers; Kateri Spear from the Title I, Part A Program Office; and Josie Skinner from the Office of General ...

  30. Broken trust: Cal State is mending how it handles sexual discrimination

    Changes are underway one year after scathing audits showed how the California State University system failed to handle reports of sexual discrimination, harassment and assault in its Title IX offices.