Case-basedlearning has become a common instructional method across higher education andis likely to be encountered in all disciplines. Its essence is a focus on realsituations which require diagnosis and treatment. In Case-based Learning in Higher Education it is explored by theEditors and contributors within the three separate but interrelated themes ofconcepts, theories and outcomes. The advantages of using cases are that they tend toresonate with students because of their realism and authenticity, and theirexperiential nature provides specific examples of theory in context. They alsorequire students to practise their analytical, logical, and other high-orderthinking skills, and provide opportunities for work in teams. The downside isthat cases are not personal, so students have no stake in the ‘company’ or‘organisation’ and cannot truly empathise with the protagonists.But overall, the strength and value of the case method isclear, as is demonstrated by these eleven detailed descriptions of its use in avariety of different contexts internationally. Each of the cases described herecontains key lessons about the value of case-based learning and the benefits itdelivers. There are also ideas aboutdesign approaches which can increase the effectiveness of cases. One of the keyconclusions is that, since case-based learning requires students to negotiate, argue, and reflect ontheir knowledge, they develop more responsibility and independence, therebyimproving their personal and interpersonal skills. This process can have a demonstrable impact on student self-esteem andself-confidence, both of which increase a student’s employability in the professional world which facestoday’s and tomorrow’s graduates from higher education.
