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Case Study – Methods, Examples and Guide

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A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers

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• Types of Interviews in Research | Guide & Examples

Types of Interviews in Research | Guide & Examples

Published on March 10, 2022 by Tegan George . Revised on June 22, 2023.

An interview is a qualitative research method that relies on asking questions in order to collect data . Interviews involve two or more people, one of whom is the interviewer asking the questions.

There are several types of interviews, often differentiated by their level of structure.

• Structured interviews have predetermined questions asked in a predetermined order.
• Unstructured interviews are more free-flowing.
• Semi-structured interviews fall in between.

Interviews are commonly used in market research, social science, and ethnographic research .

Table of contents

What is a structured interview, what is a semi-structured interview, what is an unstructured interview, what is a focus group, examples of interview questions, advantages and disadvantages of interviews, other interesting articles, frequently asked questions about types of interviews.

Structured interviews have predetermined questions in a set order. They are often closed-ended, featuring dichotomous (yes/no) or multiple-choice questions. While open-ended structured interviews exist, they are much less common. The types of questions asked make structured interviews a predominantly quantitative tool.

Asking set questions in a set order can help you see patterns among responses, and it allows you to easily compare responses between participants while keeping other factors constant. This can mitigate   research biases and lead to higher reliability and validity. However, structured interviews can be overly formal, as well as limited in scope and flexibility.

• You feel very comfortable with your topic. This will help you formulate your questions most effectively.
• You have limited time or resources. Structured interviews are a bit more straightforward to analyze because of their closed-ended nature, and can be a doable undertaking for an individual.
• Your research question depends on holding environmental conditions between participants constant.

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Semi-structured interviews are a blend of structured and unstructured interviews. While the interviewer has a general plan for what they want to ask, the questions do not have to follow a particular phrasing or order.

Semi-structured interviews are often open-ended, allowing for flexibility, but follow a predetermined thematic framework, giving a sense of order. For this reason, they are often considered “the best of both worlds.”

However, if the questions differ substantially between participants, it can be challenging to look for patterns, lessening the generalizability and validity of your results.

• You have prior interview experience. It’s easier than you think to accidentally ask a leading question when coming up with questions on the fly. Overall, spontaneous questions are much more difficult than they may seem.
• Your research question is exploratory in nature. The answers you receive can help guide your future research.

An unstructured interview is the most flexible type of interview. The questions and the order in which they are asked are not set. Instead, the interview can proceed more spontaneously, based on the participant’s previous answers.

Unstructured interviews are by definition open-ended. This flexibility can help you gather detailed information on your topic, while still allowing you to observe patterns between participants.

However, so much flexibility means that they can be very challenging to conduct properly. You must be very careful not to ask leading questions, as biased responses can lead to lower reliability or even invalidate your research.

• You have a solid background in your research topic and have conducted interviews before.
• Your research question is exploratory in nature, and you are seeking descriptive data that will deepen and contextualize your initial hypotheses.
• Your research necessitates forming a deeper connection with your participants, encouraging them to feel comfortable revealing their true opinions and emotions.

A focus group brings together a group of participants to answer questions on a topic of interest in a moderated setting. Focus groups are qualitative in nature and often study the group’s dynamic and body language in addition to their answers. Responses can guide future research on consumer products and services, human behavior, or controversial topics.

Focus groups can provide more nuanced and unfiltered feedback than individual interviews and are easier to organize than experiments or large surveys . However, their small size leads to low external validity and the temptation as a researcher to “cherry-pick” responses that fit your hypotheses.

• Your research focuses on the dynamics of group discussion or real-time responses to your topic.
• Your questions are complex and rooted in feelings, opinions, and perceptions that cannot be answered with a “yes” or “no.”
• Your topic is exploratory in nature, and you are seeking information that will help you uncover new questions or future research ideas.

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Depending on the type of interview you are conducting, your questions will differ in style, phrasing, and intention. Structured interview questions are set and precise, while the other types of interviews allow for more open-endedness and flexibility.

Here are some examples.

• Semi-structured
• Unstructured
• Focus group
• Do you like dogs? Yes/No
• Do you associate dogs with feeling: happy; somewhat happy; neutral; somewhat unhappy; unhappy
• If yes, name one attribute of dogs that you like.
• If no, name one attribute of dogs that you don’t like.
• What feelings do dogs bring out in you?
• When you think more deeply about this, what experiences would you say your feelings are rooted in?

Interviews are a great research tool. They allow you to gather rich information and draw more detailed conclusions than other research methods, taking into consideration nonverbal cues, off-the-cuff reactions, and emotional responses.

However, they can also be time-consuming and deceptively challenging to conduct properly. Smaller sample sizes can cause their validity and reliability to suffer, and there is an inherent risk of interviewer effect arising from accidentally leading questions.

Here are some advantages and disadvantages of each type of interview that can help you decide if you’d like to utilize this research method.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Student’s  t -distribution
• Normal distribution
• Null and Alternative Hypotheses
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Data cleansing
• Reproducibility vs Replicability
• Peer review
• Prospective cohort study

Research bias

• Implicit bias
• Cognitive bias
• Placebo effect
• Hawthorne effect
• Hindsight bias
• Affect heuristic
• Social desirability bias

The four most common types of interviews are:

• Structured interviews : The questions are predetermined in both topic and order. 
• Semi-structured interviews : A few questions are predetermined, but other questions aren’t planned.
• Unstructured interviews : None of the questions are predetermined.
• Focus group interviews : The questions are presented to a group instead of one individual.

The interviewer effect is a type of bias that emerges when a characteristic of an interviewer (race, age, gender identity, etc.) influences the responses given by the interviewee.

There is a risk of an interviewer effect in all types of interviews , but it can be mitigated by writing really high-quality interview questions.

Social desirability bias is the tendency for interview participants to give responses that will be viewed favorably by the interviewer or other participants. It occurs in all types of interviews and surveys , but is most common in semi-structured interviews , unstructured interviews , and focus groups .

Social desirability bias can be mitigated by ensuring participants feel at ease and comfortable sharing their views. Make sure to pay attention to your own body language and any physical or verbal cues, such as nodding or widening your eyes.

This type of bias can also occur in observations if the participants know they’re being observed. They might alter their behavior accordingly.

A focus group is a research method that brings together a small group of people to answer questions in a moderated setting. The group is chosen due to predefined demographic traits, and the questions are designed to shed light on a topic of interest. It is one of 4 types of interviews .

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

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Qualitative research method-interviewing and observation

Shazia jamshed.

Department of Pharmacy Practice, Kulliyyah of Pharmacy, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia

Buckley and Chiang define research methodology as “a strategy or architectural design by which the researcher maps out an approach to problem-finding or problem-solving.”[ 1 ] According to Crotty, research methodology is a comprehensive strategy ‘that silhouettes our choice and use of specific methods relating them to the anticipated outcomes,[ 2 ] but the choice of research methodology is based upon the type and features of the research problem.[ 3 ] According to Johnson et al . mixed method research is “a class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, theories and or language into a single study.[ 4 ] In order to have diverse opinions and views, qualitative findings need to be supplemented with quantitative results.[ 5 ] Therefore, these research methodologies are considered to be complementary to each other rather than incompatible to each other.[ 6 ]

Qualitative research methodology is considered to be suitable when the researcher or the investigator either investigates new field of study or intends to ascertain and theorize prominent issues.[ 6 , 7 ] There are many qualitative methods which are developed to have an in depth and extensive understanding of the issues by means of their textual interpretation and the most common types are interviewing and observation.[ 7 ]

Interviewing

This is the most common format of data collection in qualitative research. According to Oakley, qualitative interview is a type of framework in which the practices and standards be not only recorded, but also achieved, challenged and as well as reinforced.[ 8 ] As no research interview lacks structure[ 9 ] most of the qualitative research interviews are either semi-structured, lightly structured or in-depth.[ 9 ] Unstructured interviews are generally suggested in conducting long-term field work and allow respondents to let them express in their own ways and pace, with minimal hold on respondents’ responses.[ 10 ]

Pioneers of ethnography developed the use of unstructured interviews with local key informants that is., by collecting the data through observation and record field notes as well as to involve themselves with study participants. To be precise, unstructured interview resembles a conversation more than an interview and is always thought to be a “controlled conversation,” which is skewed towards the interests of the interviewer.[ 11 ] Non-directive interviews, form of unstructured interviews are aimed to gather in-depth information and usually do not have pre-planned set of questions.[ 11 ] Another type of the unstructured interview is the focused interview in which the interviewer is well aware of the respondent and in times of deviating away from the main issue the interviewer generally refocuses the respondent towards key subject.[ 11 ] Another type of the unstructured interview is an informal, conversational interview, based on unplanned set of questions that are generated instantaneously during the interview.[ 11 ]

In contrast, semi-structured interviews are those in-depth interviews where the respondents have to answer preset open-ended questions and thus are widely employed by different healthcare professionals in their research. Semi-structured, in-depth interviews are utilized extensively as interviewing format possibly with an individual or sometimes even with a group.[ 6 ] These types of interviews are conducted once only, with an individual or with a group and generally cover the duration of 30 min to more than an hour.[ 12 ] Semi-structured interviews are based on semi-structured interview guide, which is a schematic presentation of questions or topics and need to be explored by the interviewer.[ 12 ] To achieve optimum use of interview time, interview guides serve the useful purpose of exploring many respondents more systematically and comprehensively as well as to keep the interview focused on the desired line of action.[ 12 ] The questions in the interview guide comprise of the core question and many associated questions related to the central question, which in turn, improve further through pilot testing of the interview guide.[ 7 ] In order to have the interview data captured more effectively, recording of the interviews is considered an appropriate choice but sometimes a matter of controversy among the researcher and the respondent. Hand written notes during the interview are relatively unreliable, and the researcher might miss some key points. The recording of the interview makes it easier for the researcher to focus on the interview content and the verbal prompts and thus enables the transcriptionist to generate “verbatim transcript” of the interview.

Similarly, in focus groups, invited groups of people are interviewed in a discussion setting in the presence of the session moderator and generally these discussions last for 90 min.[ 7 ] Like every research technique having its own merits and demerits, group discussions have some intrinsic worth of expressing the opinions openly by the participants. On the contrary in these types of discussion settings, limited issues can be focused, and this may lead to the generation of fewer initiatives and suggestions about research topic.

Observation

Observation is a type of qualitative research method which not only included participant's observation, but also covered ethnography and research work in the field. In the observational research design, multiple study sites are involved. Observational data can be integrated as auxiliary or confirmatory research.[ 11 ]

Research can be visualized and perceived as painstaking methodical efforts to examine, investigate as well as restructure the realities, theories and applications. Research methods reflect the approach to tackling the research problem. Depending upon the need, research method could be either an amalgam of both qualitative and quantitative or qualitative or quantitative independently. By adopting qualitative methodology, a prospective researcher is going to fine-tune the pre-conceived notions as well as extrapolate the thought process, analyzing and estimating the issues from an in-depth perspective. This could be carried out by one-to-one interviews or as issue-directed discussions. Observational methods are, sometimes, supplemental means for corroborating research findings.

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

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

Research question

• Conceptual framework
• Conceptual vs. theoretical framework

Data collection

• Qualitative research methods
• Focus groups
• Observational research

What is a case study?

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

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

Case studies

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

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

Definition of a case study

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

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

Characteristics of case studies

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

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

The role of case studies in research

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

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

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

What is the purpose of a case study?

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

Why use case studies in qualitative research?

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

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

The explanatory, exploratory, and descriptive roles of case studies

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

The impact of case studies on knowledge development

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

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

Types of case studies

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

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

Exploratory case studies

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

Descriptive case studies

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

Explanatory case studies

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

Intrinsic, instrumental, and collective case studies

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

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

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

Critical information systems research

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

Health research

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

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

Asthma research studies

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

Other fields

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

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

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

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

Propositions

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

Units of analysis

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

Argumentation

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

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

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

Defining the research question

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

Selecting and defining the case

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

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

Developing a detailed case study protocol

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

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

Collecting data

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

Analyzing and interpreting data

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

Writing the case study report

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

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

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

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

Observations

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

Documents and artifacts

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

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

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

Ensuring the quality of data collection

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

Data analysis

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

Organizing the data

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

Categorizing and coding the data

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

Identifying patterns and themes

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

Interpreting the data

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

Verification of the data

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

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

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

Benefits include the following:

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

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

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

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

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

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

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

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

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

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

1. mckinsey case interview examples.

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

2. BCG case interview examples

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

3. Bain case interview examples

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

4. Deloitte case interview examples

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

5. Accenture case interview examples

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

6. OC&C case interview examples

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

7. Oliver Wyman case interview examples

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

8. A.T. Kearney case interview examples

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

9. Strategy& / PWC case interview examples

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

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

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

11. Roland Berger case interview examples

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

12. Capital One case interview examples

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

12. EY Parthenon case interview examples

• Candidate-led case example with feedback (by IGotAnOffer)

14. Consulting clubs case interview examples

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

Practice with experts

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

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

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

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

Related articles:

Case Study Research Method in Psychology

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews).

The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events that are currently occurring in his or her everyday life.

The case study is not a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.

There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.

 Famous Case Studies

• Anna O – One of the most famous case studies, documenting psychoanalyst Josef Breuer’s treatment of “Anna O” (real name Bertha Pappenheim) for hysteria in the late 1800s using early psychoanalytic theory.
• Little Hans – A child psychoanalysis case study published by Sigmund Freud in 1909 analyzing his five-year-old patient Herbert Graf’s house phobia as related to the Oedipus complex.
• Bruce/Brenda – Gender identity case of the boy (Bruce) whose botched circumcision led psychologist John Money to advise gender reassignment and raise him as a girl (Brenda) in the 1960s.
• Genie Wiley – Linguistics/psychological development case of the victim of extreme isolation abuse who was studied in 1970s California for effects of early language deprivation on acquiring speech later in life.
• Phineas Gage – One of the most famous neuropsychology case studies analyzes personality changes in railroad worker Phineas Gage after an 1848 brain injury involving a tamping iron piercing his skull.

Clinical Case Studies

• Studying the effectiveness of psychotherapy approaches with an individual patient
• Assessing and treating mental illnesses like depression, anxiety disorders, PTSD
• Neuropsychological cases investigating brain injuries or disorders

Child Psychology Case Studies

• Studying psychological development from birth through adolescence
• Cases of learning disabilities, autism spectrum disorders, ADHD
• Effects of trauma, abuse, deprivation on development

Types of Case Studies

• Explanatory case studies : Used to explore causation in order to find underlying principles. Helpful for doing qualitative analysis to explain presumed causal links.
• Exploratory case studies : Used to explore situations where an intervention being evaluated has no clear set of outcomes. It helps define questions and hypotheses for future research.
• Descriptive case studies : Describe an intervention or phenomenon and the real-life context in which it occurred. It is helpful for illustrating certain topics within an evaluation.
• Multiple-case studies : Used to explore differences between cases and replicate findings across cases. Helpful for comparing and contrasting specific cases.
• Intrinsic : Used to gain a better understanding of a particular case. Helpful for capturing the complexity of a single case.
• Collective : Used to explore a general phenomenon using multiple case studies. Helpful for jointly studying a group of cases in order to inquire into the phenomenon.

Where Do You Find Data for a Case Study?

There are several places to find data for a case study. The key is to gather data from multiple sources to get a complete picture of the case and corroborate facts or findings through triangulation of evidence. Most of this information is likely qualitative (i.e., verbal description rather than measurement), but the psychologist might also collect numerical data.

1. Primary sources

• Interviews – Interviewing key people related to the case to get their perspectives and insights. The interview is an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
• Observations – Observing behaviors, interactions, processes, etc., related to the case as they unfold in real-time.
• Documents & Records – Reviewing private documents, diaries, public records, correspondence, meeting minutes, etc., relevant to the case.

2. Secondary sources

• News/Media – News coverage of events related to the case study.
• Academic articles – Journal articles, dissertations etc. that discuss the case.
• Government reports – Official data and records related to the case context.
• Books/films – Books, documentaries or films discussing the case.

3. Archival records

Searching historical archives, museum collections and databases to find relevant documents, visual/audio records related to the case history and context.

Public archives like newspapers, organizational records, photographic collections could all include potentially relevant pieces of information to shed light on attitudes, cultural perspectives, common practices and historical contexts related to psychology.

4. Organizational records

Organizational records offer the advantage of often having large datasets collected over time that can reveal or confirm psychological insights.

Of course, privacy and ethical concerns regarding confidential data must be navigated carefully.

However, with proper protocols, organizational records can provide invaluable context and empirical depth to qualitative case studies exploring the intersection of psychology and organizations.

• Organizational/industrial psychology research : Organizational records like employee surveys, turnover/retention data, policies, incident reports etc. may provide insight into topics like job satisfaction, workplace culture and dynamics, leadership issues, employee behaviors etc.
• Clinical psychology : Therapists/hospitals may grant access to anonymized medical records to study aspects like assessments, diagnoses, treatment plans etc. This could shed light on clinical practices.
• School psychology : Studies could utilize anonymized student records like test scores, grades, disciplinary issues, and counseling referrals to study child development, learning barriers, effectiveness of support programs, and more.

How do I Write a Case Study in Psychology?

Follow specified case study guidelines provided by a journal or your psychology tutor. General components of clinical case studies include: background, symptoms, assessments, diagnosis, treatment, and outcomes. Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.

1. Introduction

• Provide background on the case context and why it is of interest, presenting background information like demographics, relevant history, and presenting problem.
• Compare briefly to similar published cases if applicable. Clearly state the focus/importance of the case.

2. Case Presentation

• Describe the presenting problem in detail, including symptoms, duration,and impact on daily life.
• Include client demographics like age and gender, information about social relationships, and mental health history.
• Describe all physical, emotional, and/or sensory symptoms reported by the client.
• Use patient quotes to describe the initial complaint verbatim. Follow with full-sentence summaries of relevant history details gathered, including key components that led to a working diagnosis.
• Summarize clinical exam results, namely orthopedic/neurological tests, imaging, lab tests, etc. Note actual results rather than subjective conclusions. Provide images if clearly reproducible/anonymized.
• Clearly state the working diagnosis or clinical impression before transitioning to management.

3. Management and Outcome

• Indicate the total duration of care and number of treatments given over what timeframe. Use specific names/descriptions for any therapies/interventions applied.
• Present the results of the intervention,including any quantitative or qualitative data collected.
• For outcomes, utilize visual analog scales for pain, medication usage logs, etc., if possible. Include patient self-reports of improvement/worsening of symptoms. Note the reason for discharge/end of care.

4. Discussion

• Analyze the case, exploring contributing factors, limitations of the study, and connections to existing research.
• Analyze the effectiveness of the intervention,considering factors like participant adherence, limitations of the study, and potential alternative explanations for the results.
• Identify any questions raised in the case analysis and relate insights to established theories and current research if applicable. Avoid definitive claims about physiological explanations.
• Offer clinical implications, and suggest future research directions.

5. Additional Items

• Thank specific assistants for writing support only. No patient acknowledgments.
• References should directly support any key claims or quotes included.
• Use tables/figures/images only if substantially informative. Include permissions and legends/explanatory notes.
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).

Limitations

• Lacking scientific rigor and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feelings may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.

This means that there is a lot of scope for Anna O , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.

For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).

This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.

Breuer, J., & Freud, S. (1895).  Studies on hysteria . Standard Edition 2: London.

Curtiss, S. (1981). Genie: The case of a modern wild child .

Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304

Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306

Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.

Harlow J. M. (1848). Passage of an iron rod through the head.  Boston Medical and Surgical Journal, 39 , 389–393.

Harlow, J. M. (1868).  Recovery from the Passage of an Iron Bar through the Head .  Publications of the Massachusetts Medical Society. 2  (3), 327-347.

Money, J., & Ehrhardt, A. A. (1972).  Man & Woman, Boy & Girl : The Differentiation and Dimorphism of Gender Identity from Conception to Maturity. Baltimore, Maryland: Johns Hopkins University Press.

Money, J., & Tucker, P. (1975). Sexual signatures: On being a man or a woman.

Further Information

• Case Study Approach
• Case Study Method
• Enhancing the Quality of Case Studies in Health Services Research
• “We do things together” A case study of “couplehood” in dementia
• Using mixed methods for evaluating an integrative approach to cancer care: a case study

• Case Interview: A comprehensive guide
• Pyramid Principle
• Hypothesis driven structure
• Fit Interview
• Consulting math
• The key to landing your consulting job
• What is a case interview?
• Types of case interview
• How to solve cases with the Problem-Driven Structure?
• What to remember in case interviews
• Case examples or building blocks?
• How do I prepare for case interviews
• Interview day tips
• How we can help

1. The key to landing your consulting job.

Case interviews - where you are asked to solve a business case study under scrutiny - are the core of the selection process right across McKinsey, Bain and BCG (the “MBB” firms). This interview format is also used pretty much universally across other high-end consultancies; including LEK, Kearney, Oliver Wyman and the consulting wings of the “Big Four”.

If you want to land a job at any of these firms, you will have to ace multiple case interviews.

It is increasingly likely that you will also have to solve online cases given by chatbots. You might need to pass these either before making it to interview or be asked to sit them alongside first round interviews.

Importantly, case studies aren’t something you can just wing . Firms explicitly expect you to have thoroughly prepared and many of your competitors on interview day will have been prepping for months.

Don’t worry though - MCC is here to help!

This article will take you through a full overview of everything you’ll need to know to do well, linking to more detailed articles and resources at each stage to let you really drill down into the details.

As well as traditional case interviews, we’ll also attend to the new formats in which cases are being delivered and otherwise make sure you’re up to speed with recent trends in this overall part of consulting recruitment.

Before we can figure out how to prepare for a case interview, though, we will first have to properly understand in detail what exactly you are up against. What format does a standard consulting case interview take? What is expected of you? How will you be assessed?

Let's dive right in and find out!

Professional help

Before going further, if this sounds like a lot to get your head around on your own, don't worry - help is available!

Our Case Academy course gives you everything you need to know to crack cases like a pro:

Case Academy Course

To put what you learn into practice (and secure some savings in the process) you can add mock interview coaching sessions with expereinced MBB consultants:

Coaching options

And, if you just want an experienced consultant to take charge of the whole selection process for you, you can check out our comprehensive mentoring programmes:

Explore mentoring

Now, back to the article!

2. What is a case interview?

Before we can hope to tackle a case interview, we have to understand what one is.

In short, a case interview simulates real consulting work by having you solve a business case study in conversation with your interviewer.

This case study will be a business problem where you have to advise a client - that is, an imaginary business or similar organisation in need of guidance.

You must help this client solve a problem and/or make a decision. This requires you to analyse the information you are given about that client organisation and figure out a final recommendation for what they should do next.

Business problems in general obviously vary in difficulty. Some are quite straightforward and can be addressed with fairly standard solutions. However, consulting firms exist precisely to solve the tough issues that businesses have failed to deal with internally - and so consultants will typically work on complex, idiosyncratic problems requiring novel solutions.

Some examples of case study questions might be:

• How much would you pay for a banking licence in Ghana?
• Estimate the potential value of the electric vehicle market in Germany
• How much gas storage capacity should a UK domestic energy supplier build?

Consulting firms need the brightest minds they can find to put to work on these important, difficult projects. You can expect the case studies you have to solve in interview, then, to echo the unique, complicated problems consultancies deal with every day. As we’ll explain here, this means that you need to be ready to think outside the box to figure out genuinely novel solutions.

2.1. Where are case interviews in the consulting selection process?

Not everyone who applies to a consulting firm will have a case interview - far from it!

In fact, case interviews are pretty expensive and inconvenient for firms to host, requiring them to take consultants off active projects and even fly them back to the office from location for in-person interviews (although this happens less frequently now). Ideally, firms want to cut costs and save time by narrowing down the candidate pool as much as possible before any live interviews.

As such, there are some hoops to jump through before you make it to interview rounds.

Firms will typically eliminate as much as 80% of the applicant pool before interviews start . For most firms, 50%+ of applicants might be cut based on resumes, before a similar cut is made on those remaining based on aptitude tests. McKinsey currently gives their Solve assessment to most applicants, but will use their resulting test scores alongside resumes to cut 70%+ of the candidate pool before interviews.

You'll need to be on top of your game to get as far as a case interview with a top firm. Getting through the resume screen and any aptitude tests is an achievement in itself! Also we need to note that the general timeline of an application can differ depending on a series of factors, including which position you apply, your background, and the office you are applying to. For example, an undergraduate applying for a Business Analyst position (the entry level job at McKinsey) will most likely be part of a recruitment cycle and as such have pretty fixed dates when they need to sit the pre-screening test, and have the first and second round interviews (see more on those below). Conversely, an experienced hire will most likely have a much greater choice of test and interview dates as well as more time at their disposal to prepare.

For readers not yet embroiled in the selection process themselves, let’s put case interviews in context and take a quick look at each stage in turn. Importantly, note that you might also be asked to solve case studies outside interviews as well…

2.1.1. Application screen

It’s sometimes easy to forget that such a large cut is made at the application stage. At larger firms, this will mean your resume and cover letter is looked at by some combination of AI tools, recruitment staff and junior consulting staff (often someone from your own university).

Only the best applications will be passed to later stages, so make sure to check out our free resume and cover letter guides, and potentially get help with editing , to give yourself the best chance possible.

2.1.2. Aptitude tests and online cases

This part of the selection process has been changing quickly in recent years and is increasingly beginning to blur into the traditionally separate case interview rounds.

In the past, GMAT or PST style tests were the norm. Firms then used increasingly sophisticated and often gamified aptitude tests, like the Pymetrics test currently used by several firms, including BCG and Bain, and the original version of McKinsey’s Solve assessment (then branded as the Problem Solving Game).

Now, though, there is a move towards delivering relatively sophisticated case studies online. For example, McKinsey has replaced half the old Solve assessment with an online case. BCG’s Casey chatbot case now directly replaces a live first round case interview, and in the new era of AI chatbots, we expect these online cases to quickly become more realistic and increasingly start to relieve firms of some of the costs of live case interviews.

Our consultants collectively reckon that, over time, 50% of case interviews are likely to be replaced with these kinds of cases . We give some specific advice for online cases in section six. However, the important thing to note is that these are still just simulations of traditional case interviews - you still need to learn how to solve cases in precisely the same way, and your prep will largely remain the same.

2.1.3. Rounds of Interviews

Now, let’s not go overboard with talk of AI. Even in the long term, the client facing nature of consulting means that firms will have live case interviews for as long as they are hiring anyone. And in the immediate term, case interviews are still absolutely the core of consulting selection.

Before landing an offer at McKinsey, Bain, BCG or any similar firm, you won’t just have one case interview, but will have to complete four to six case interviews, usually divided into two rounds, with each interview lasting approximately 50-60 minutes .

Being invited to first round usually means two or three case interviews. As noted above, you might also be asked to complete an online case or similar alongside your first round interviews.

If you ace first round, you will be invited to second round to face the same again, but more gruelling. Only then - after up to six case interviews in total, can you hope to receive an offer.

2.2. Differences between first and second round interviews

Despite case interviews in the first and second round following the same format, second/final round interviews will be significantly more intense . The seniority of the interviewer, time pressure (with up to three interviews back-to-back), and the sheer value of the job at stake will likely make a second round consulting case interview one of the most challenging moments of your professional life.

There are three key differences between the two rounds:

• Time Pressure : Final round case interviews test your ability to perform under pressure, with as many as three interviews in a row and often only very small breaks between them.
• Focus : Since second round interviewers tend to be more senior (usually partners with 12+ years experience) and will be more interested in your personality and ability to handle challenges independently. Some partners will drill down into your experiences and achievements to the extreme. They want to understand how you react to challenges and your ability to identify and learn from past mistakes.
• Psychological Pressure: While case interviews in the first round are usually more focused on you simply cracking the case, second round interviewers often employ a "bad cop" strategy to test the way you react to challenges and uncertainty.

2.3. What skills do case interviews assess?

Reliably impressing your interviewers means knowing what they are looking for. This means understanding the skills you are being assessed against in some detail.

Overall, it’s important always to remember that, with case studies, there are no strict right or wrong answers. What really matters is how you think problems through, how confident you are with your conclusions and how quick you are with the back of the envelope arithmetic.

The objective of this kind of interview isn’t to get to one particular solution, but to assess your skillset. This is even true of modern online cases, where sophisticated AI algorithms score how you work as well as the solutions you generate.

If you visit McKinsey , Bain and BCG web pages on case interviews, you will find that the three firms look for very similar traits, and the same will be true of other top consultancies.

Broadly speaking, your interviewer will be evaluating you across five key areas:

2.1.1.One: Probing mind

Showing intellectual curiosity by asking relevant and insightful questions that demonstrate critical thinking and a proactive nature. For instance, if we are told that revenues for a leading supermarket chain have been declining over the last ten years, a successful candidate would ask:

“ We know revenues have declined. This could be due to price or volume. Do we know how they changed over the same period? ”

This is as opposed to a laundry list of questions like:

• Did customers change their preferences?
• Which segment has shown the decline in volume?
• Is there a price war in the industry?

2.1.2. Structure

Structure in this context means structuring a problem. This, in turn, means creating a framework - that is, a series of clear, sequential steps in order to get to a solution.

As with the case interview in general, the focus with case study structures isn’t on reaching a solution, but on how you get there.

This is the trickiest part of the case interview and the single most common reason candidates fail.

We discuss how to properly structure a case in more detail in section three. In terms of what your interviewer is looking for at high level, though, key pieces of your structure should be:

• Proper understanding of the objective of the case - Ask yourself: "What is the single crucial piece of advice that the client absolutely needs?"
• Identification of the drivers - Ask yourself: "What are the key forces that play a role in defining the outcome?"

Our Problem Driven Structure method, discussed in section three, bakes this approach in at a fundamental level. This is as opposed to the framework-based approach you will find in older case-solving

Focus on going through memorised sequences of steps too-often means failing to develop a full understanding of the case and the real key drivers.

At this link, we run through a case to illustrate the difference between a standard framework-based approach and our Problem Driven Structure method.

2.1.3. Problem Solving

You’ll be tested on your ability to identify problems and drivers, isolate causes and effects, demonstrate creativity and prioritise issues. In particular, the interviewer will look for the following skills:

• Prioritisation - Can you distinguish relevant and irrelevant facts?
• Connecting the dots - Can you connect new facts and evidence to the big picture?
• Establishing conclusions - Can you establish correct conclusions without rushing to inferences not supported by evidence?

2.1.4. Numerical Agility

In case interviews, you are expected to be quick and confident with both precise and approximated numbers. This translates to:

• Performing simple calculations quickly - Essential to solve cases quickly and impress clients with quick estimates and preliminary conclusions.
• Analysing data - Extract data from graphs and charts, elaborate and draw insightful conclusions.
• Solving business problems - Translate a real world case to a mathematical problem and solve it.

Our article on consulting math is a great resource here, though the extensive math content in our MCC Academy is the best and most comprehensive material available.

2.1.5. Communication

Real consulting work isn’t just about the raw analysis to come up with a recommendation - this then needs to be sold to the client as the right course of action.

Similarly, in a case interview, you must be able to turn your answer into a compelling recommendation. This is just as essential to impressing your interviewer as your structure and analysis.

Consultants already comment on how difficult it is to find candidates with the right communication skills. Add to this the current direction of travel, where AI will be able to automate more and more of the routine analytic side of consulting, and communication becomes a bigger and bigger part of what consultants are being paid for.

So, how do you make sure that your recommendations are relevant, smart, and engaging? The answer is to master what is known as CEO-level communication .

This art of speaking like a CEO can be quite challenging, as it often involves presenting information in effectively the opposite way to how you might normally.

To get it right, there are three key areas to focus on in your communications:

• Top down : A CEO wants to hear the key message first. They will only ask for more details if they think that will actually be useful. Always consider what is absolutely critical for the CEO to know, and start with that. You can read more in our article on the Pyramid Principle .
• Concise : This is not the time for "boiling the ocean" or listing an endless number possible solutions. CEOs, and thus consultants, want a structured, quick and concise recommendation for their business problem, that they can implement immediately.
• Fact-based : Consultants share CEOs' hatred of opinions based on gut feel rather than facts. They want recommendations based on facts to make sure they are actually in control. Always go on to back up your conclusions with the relevant facts.

Being concise and to the point is key in many areas, networking being one for them. For more detail on all this, check out our full article on delivering recommendations .

Prep the right way

3. types of case interview.

While most case interviews share a similar structure, firms will have some differences in the particular ways they like to do things in terms of both the case study and the fit component.

As we’ll see, these differences aren’t hugely impactful in terms of how you prepare. That said, it's always good to know as much as possible about what you will be going up against.

3.1. Different case objectives

A guiding thread throughout this article and our approach in general will be to treat each case as a self-contained problem and not try to pigeonhole it into a certain category. Having said that, there are of course similarities between cases and we can identify certain parameters and objectives.

Broadly speaking, cases can be divided into issue-based cases and strategic decision cases. In the former you will be asked to solve a certain issue, such as declining profits, or low productivity whereas in the latter you will be ask whether your client should or should not do something, such as enter a specific market or acquire another company. The chart below is a good breakdown of these different objectives:

3.2. How do interviewers craft cases

While interviewers will very likely be given a case bank to choose from by their company, a good number of them will also choose to adapt the cases they would currently be working on to a case interview setting. The difference is that the latter cases will be harder to pigeonhole and apply standard frameworks to, so a tailored approach will be paramount.

If you’ve applied for a specific practice or type of consulting - such as operational consulting, for example - it’s very likely that you will receive a case geared towards that particular area alongside a ‘generalist’ consulting case (however, if that’s the case, you will generally be notified). The other main distinction when it comes to case interviews is between interviewer-led and candidate-led.

3.3. Candidate-led cases

Most consulting case interview questions test your ability to crack a broad problem, with a case prompt often going something like:

" How much would you pay to secure the rights to run a restaurant in the British Museum? "

You, as a candidate, are then expected to identify your path to solve the case (that is, provide a structure), leveraging your interviewer to collect the data and test your assumptions.

This is known as a “candidate-led” case interview and is used by Bain, BCG and other firms. From a structuring perspective, it’s easier to lose direction in a candidate-led case as there are no sign-posts along the way. As such, you need to come up with an approach that is both broad enough to cover all of the potential drivers in a case but also tailored enough to the problem you are asked to solve. It’s also up to you to figure out when you need to delve deeper into a certain branch of the case, brainstorm or ask for data. The following case from Bain is an excellent example on how to navigate a candidate-led case.

3.4. Interviewer-led cases

This type of case - employed most famously by McKinsey - is slightly different, with the interviewer controlling the pace and direction of the conversation much more than with other case interviews.

At McKinsey, your interviewer will ask you a set of pre-determined questions, regardless of your initial structure. For each question, you will have to understand the problem, come up with a mini structure, ask for additional data (if necessary) and come to the conclusion that answers the question. This more structured format of case also shows up in online cases by other firms - notably including BCG’s Casey chatbot (with the amusing result that practising McKinsey-style cases can be a great addition when prepping for BCG).

Essentially, these interviewer-led case studies are large cases made up of lots of mini-cases. You still use basically the same method as you would for standard (or candidate-led) cases - the main difference is simply that, instead of using that method to solve one big case, you are solving several mini-cases sequentially. These cases are easier to follow as the interviewer will guide you in the right direction. However, this doesn’t mean you should pay less attention to structure and deliver a generic framework! Also, usually (but not always!) the first question will ask you to map your approach and is the equivalent of the structuring question in candidate-led cases. Sometimes, if you’re missing key elements, the interviewer might prompt you in the right direction - so make sure to take those prompts seriously as they are there to help you get back on track (ask for 30 seconds to think on the prompt and structure your approach). Other times - and this is a less fortunate scenario - the interviewer might say nothing and simply move on to the next question. This is why you should put just as much thought (if not more) into the framework you build for interviewer-led cases , as you may be penalized if you produce something too generic or that doesn’t encompass all the issues of the case.

3.5. Case and fit

The standard case interview can be thought of as splitting into two standalone sub-interviews. Thus “case interviews” can be divided into the case study itself and a “fit interview” section, where culture fit questions are asked.

This can lead to a bit of confusion, as the actual case interview component might take up as little as half of your scheduled “case interview”. You need to make sure you are ready for both aspects.

To illustrate, here is the typical case interview timeline:

• First 15-30 minutes: Fit Interview - with questions assessing your motivation to be a consultant in that specific firm and your traits around leadership and teamwork. Learn more about the fit interview in our in-depth article here .
• Next 30-40 minutes: Case Interview - solving a case study
• Last 5 minutes: Fit Interview again - this time focussing on your questions for your interviewer.

Both the Case and Fit interviews play crucial roles in the finial hiring decision. There is no “average” taken between case and fit interviews: if your performance is not up to scratch in either of the two, you will not be able to move on to the next interview round or get an offer.

NB: No case without fit

Note that, even if you have only been told you are having a case interview or otherwise are just doing a case study, always be prepared to answer fit questions. At most firms, it is standard practice to include some fit questions in all case interviews, even if there are also separate explicit fit interviews, and interviewers will almost invariably include some of these questions around your case. This is perfectly natural - imagine how odd and artificial it would be to show up to an interview, simply do a case and leave again, without talking about anything else with the interviewer before or after.

3.5.1 Differences between firms

For the most part, a case interview is a case interview. However, firms will have some differences in the particular ways they like to do things in terms of both the case study and the fit component.

3.5.2. The McKinsey PEI

McKinsey brands its fit aspect of interviews as the Personal Experience Interview or PEI. Despite the different name, this is really much the same interview you will be going up against in Bain, BCG and any similar firms.

McKinsey does have a reputation for pushing candidates a little harder with fit or PEI questions , focusing on one story per interview and drilling down further into the specific details each time. We discuss this tendency more in our fit interview article . However, no top end firm is going to go easy on you and you should absolutely be ready for the same level of grilling at Bain, BCG and others. Thus any difference isn’t hugely salient in terms of prep.

3.6. What is different in 2023?

For the foreseeable future, you are going to have to go through multiple live case interviews to secure any decent consulting job. These might increasingly happen via Zoom rather than in person, but they should remain largely the same otherwise.

However, things are changing and the rise of AI in recent months seems pretty much guaranteed to accelerate existing trends.

Even before the explosive development of AI chatbots like ChatGPT we have seen in recent months, automation was already starting to change the recruitment process.

As we mentioned, case interviews are expensive and inconvenient for firms to run . Ideally, then, firms will try to reduce the number of interviews required for recruitment as far as possible. For many years, tests of various kinds served to cut down the applicant pool and thus the number of interviews. However, these tests had a limited capacity to assess candidates against the full consulting skillset in the way that case interviews do so well.

More recently, though, the development of online testing has allowed for more and more advanced assessments. Top consulting firms have been leveraging screening tests that better and better capture the same skillset as case interviews. Eventually this is converging on automated case studies. We see this very clearly with the addition of the Redrock case to McKinsey’s Solve assessment.

As these digital cases become closer to the real thing, the line between test and case interview blurs. Online cases don’t just reduce the number of candidates to case interview, but start directly replacing them.

Case in point here is BCG’s Casey chatbot . Previously, BCG had deployed less advanced online cases and similar tests to weed out some candidates before live case interviews began. Now, though, Casey actually replaces one first round case interview.

Casey, at time of writing, is still a relatively “basic” chatbot, basically running through a pre-set script. The Whatsapp-like interface does a lot of work to make it feel like one is chatting to a “real person” - the chatbot itself, though, cannot provide feedback or nudges to candidates as would a human interviewer.

We fully expect that, as soon as BCG and other firms can train a truer AI, these online cases will become more widespread and start replacing more live interviews.

We discuss the likely impacts of advanced AI on consulting recruitment and the industry more broadly in our blog.

Here, though, the real message is that you should expect to run into digital cases as well as traditional case interviews.

Luckily, despite any changes in specific case interview format, you will still need to master the same fundamental skills and prepare in much the same way.

We’ll cover a few ways to help prepare for chatbot cases in section four. Ultimately, though, firms are looking for the same problem solving ability and mindset as a real interviewer. Especially as chatbots get better at mimicking a real interviewer, candidates who are well prepared for case cracking in general should have no problem with AI administered cases.

3.6.1. Automated fit interviews

Analogous to online cases, in recent years there has been a trend towards automated, “one way” fit interviews, with these typically being administered for consultancies by specialist contractors like HireVue or SparkHire.

These are kind of like Zoom interviews, but if the interviewer didn’t show up. Instead you will be given fit questions to answer and must record your answer in your computer webcam. Your response will then go on to be assessed by an algorithm, scoring both what you say and how you say it.

Again, with advances in AI, it is easy to imagine these automated case interviews going from fully scripted interactions, where all candidates are asked the same list of questions, to a more interactive experience. Thus, we might soon arrive at a point where you are being grilled on the details of your stories - McKinsey PEI style - but by a bot rather than a human.

We include some tips on this kind of “one way” fit interview in section six here.

4. How to solve cases with the Problem-Driven Structure?

If you look around online for material on how to solve case studies, a lot of what you find will set out framework-based approaches. However, as we have mentioned, these frameworks tend to break down with more complex, unique cases - with these being exactly the kind of tough case studies you can expect to be given in your case interviews.

To address this problem, the MyConsultingCoach team has synthesized a new approach to case cracking that replicates how top management consultants approach actual engagements.

MyConsultingCoach’s Problem Driven Structure approach is a universal problem solving method that can be applied to any business problem , irrespective of its nature.

As opposed to just selecting a generic framework for each case interview, the Problem Driven Structure approach works by generating a bespoke structure for each individual question and is a simplified version of the roadmap McKinsey consultants use when working on engagements.

The canonical seven steps from McKinsey on real projects are simplified to four for case interview questions, as the analysis required for a six-month engagement is somewhat less than that needed for a 45-minute case study. However, the underlying flow is the same (see the method in action in the video below)

Let's zoom in to see how our method actually works in more detail:

4.1. Identify the problem

Identifying the problem means properly understanding the prompt/question you are given, so you get to the actual point of the case.

This might sound simple, but cases are often very tricky, and many candidates irretrievably mess things up within the first few minutes of starting. Often, they won’t notice this has happened until they are getting to the end of their analysis. Then, they suddenly realise that they have misunderstood the case prompt - and have effectively been answering the wrong question all along!

With no time to go back and start again, there is nothing to do. Even if there were time, making such a silly mistake early on will make a terrible impression on their interviewer, who might well have written them off already. The interview is scuppered and all the candidate’s preparation has been for nothing.

This error is so galling as it is so readily avoidable.

Our method prevents this problem by placing huge emphasis on a full understanding of the case prompt. This lays the foundations for success as, once we have identified the fundamental, underlying problem our client is facing, we focus our whole analysis around finding solutions to this specific issue.

Now, some case interview prompts are easy to digest. For example, “Our client, a supermarket, has seen a decline in profits. How can we bring them up?”. However, many of the prompts given in interviews for top firms are much more difficult and might refer to unfamiliar business areas or industries. For example, “How much would you pay for a banking license in Ghana?” or “What would be your key areas of concern be when setting up an NGO?”

Don’t worry if you have no idea how you might go about tackling some of these prompts!

In our article on identifying the problem and in our full lesson on the subject in our MCC Academy course, we teach a systematic, four step approach to identifying the problem , as well as running through common errors to ensure you start off on the right foot every time!

This is summarised here:

Following this method lets you excel where your competitors mess up and get off to a great start in impressing your interviewer!

4.2. Build your problem driven structure

After you have properly understood the problem, the next step is to successfully crack a case is to draw up a bespoke structure that captures all the unique features of the case.

This is what will guide your analysis through the rest of the case study and is precisely the same method used by real consultants working on real engagements.

Of course, it might be easier here to simply roll out one an old-fashioned framework, and a lot of candidates will do so. This is likely to be faster at this stage and requires a lot less thought than our problem-driven structure approach.

However, whilst our problem driven structure approach requires more work from you, our method has the advantage of actually working in the kind of complex case studies where generic frameworks fail - that is exactly the kind of cases you can expect at an MBB interview .

Since we effectively start from first principles every time, we can tackle any case with the same overarching method. Simple or complex, every case is the same to you and you don’t have to gamble a job on whether a framework will actually work

4.2.1 Issue trees

Issue trees break down the overall problem into a set of smaller problems that you can then solve individually. Representing this on a diagram also makes it easy for both you and your interviewer to keep track of your analysis.

To see how this is done, let’s look at the issue tree below breaking down the revenues of an airline:

These revenues can be segmented as the number of customers multiplied by the average ticket price. The number of customers can be further broken down into a number of flights multiplied by the number of seats, times average occupancy rate. The node corresponding to the average ticket price can then be segmented further.

4.2.2 Hypothesis trees

Hypothesis trees are similar, the only difference being that rather than just trying to break up the issue into smaller issues you are assuming that the problem can be solved and you are formulating solutions.

In the example above, you would assume revenues can be increased by either increasing the average ticket price or the number of customers . You can then hypothesize that you can increase the average occupancy rate in three ways: align the schedule of short and long haul flights, run a promotion to boost occupancy in off-peak times, or offer early bird discounts.

4.2.3 Other structures:structured lists

Structured lists are simply subcategories of a problem into which you can fit similar elements. This McKinsey case answer starts off by identifying several buckets such as retailer response, competitor response, current capabilities and brand image and then proceeds to consider what could fit into these categories.

Buckets can be a good way to start the structure of a complex case but when using them it can be very difficult to be MECE and consistent, so you should always aim to then re-organize them into either an issue or a hypothesis tree.

It is worth noting that the same problem can be structured in multiple valid ways by choosing different means to segment the key issues. Ultimately all these lists are methods to set out a logical hierachy among elements.

4.2.4 Structures in practice

That said, not all valid structures are equally useful in solving the underlying problem. A good structure fulfils several requirements - including MECE-ness , level consistency, materiality, simplicity, and actionability. It’s important to put in the time to master segmentation, so you can choose a scheme isn’t only valid, but actually useful in addressing the problem.

After taking the effort to identify the problem properly, an advantage of our method is that it will help ensure you stay focused on that same fundamental problem throughout. This might not sound like much, but many candidates end up getting lost in their own analysis, veering off on huge tangents and returning with an answer to a question they weren’t asked.

Another frequent issue - particularly with certain frameworks - is that candidates finish their analysis and, even if they have successfully stuck to the initial question, they have not actually reached a definite solution. Instead, they might simply have generated a laundry list of pros and cons, with no clear single recommendation for action.

Clients employ consultants for actionable answers, and this is what is expected in the case interview. The problem driven structure excels in ensuring that everything you do is clearly related back to the key question in a way that will generate a definitive answer. Thus, the problem driven structure builds in the hypothesis driven approach so characteristic of real consulting practice.

You can learn how to set out your own problem driven structures in our article here and in our full lesson in the MCC Academy course.

4.2. Lead the analysis

A problem driven structure might ensure we reach a proper solution eventually, but how do we actually get there?

We call this step " leading the analysis ", and it is the process whereby you systematically navigate through your structure, identifying the key factors driving the issue you are addressing.

Generally, this will mean continuing to grow your tree diagram, further segmenting what you identify as the most salient end nodes and thus drilling down into the most crucial factors causing the client’s central problem.

Once you have gotten right down into the detail of what is actually causing the company’s issues, solutions can then be generated quite straightforwardly.

To see this process in action, we can return to our airline revenue example:

Let’s say we discover the average ticket price to be a key issue in the airline’s problems. Looking closer at the drivers of average ticket price, we find that the problem lies with economy class ticket prices. We can then further segment that price into the base fare and additional items such as food.

Having broken down the issue to such a fine-grained level and considering the 80/20 rule(see below), solutions occur quite naturally. In this case, we can suggest incentivising the crew to increase onboard sales, improving assortment in the plane, or offering discounts for online purchases.

Our article on leading the analysis is a great primer on the subject, with our video lesson in the MCC Academy providing the most comprehensive guide available.

4.4. Provide recommendations

So you have a solution - but you aren’t finished yet!

Now, you need to deliver your solution as a final recommendation.

This should be done as if you are briefing a busy CEO and thus should be a one minute, top-down, concise, structured, clear, and fact-based account of your findings.

The brevity of the final recommendation belies its importance. In real life consulting, the recommendation is what the client has potentially paid millions for - from their point of view, it is the only thing that matters.

In a case interview, your performance in this final summing up of your case is going to significantly colour your interviewer’s parting impression of you - and thus your chances of getting hired!

So, how do we do it right?

Barbara Minto's Pyramid Principle elegantly sums up almost everything required for a perfect recommendation. The answer comes first , as this is what is most important. This is then supported by a few key arguments , which are in turn buttressed by supporting facts .

Across the whole recommendation, the goal isn’t to just summarise what you have done. Instead, you are aiming to synthesize your findings to extract the key "so what?" insight that is useful to the client going forward.

All this might seem like common sense, but it is actually the opposite of how we relay results in academia and other fields. There, we typically move from data, through arguments and eventually to conclusions. As such, making good recommendations is a skill that takes practice to master.

We can see the Pyramid Principle illustrated in the diagram below:

To supplement the basic Pyramid Principle scheme, we suggest candidates add a few brief remarks on potential risks and suggested next steps . This helps demonstrate the ability for critical self-reflection and lets your interviewer see you going the extra mile.

The combination of logical rigour and communication skills that is so definitive of consulting is particularly on display in the final recommendation.

Despite it only lasting 60 seconds, you will need to leverage a full set of key consulting skills to deliver a really excellent recommendation and leave your interviewer with a good final impression of your case solving abilities.

Our specific article on final recommendations and the specific video lesson on the same topic within our MCC Academy are great, comprehensive resources. Beyond those, our lesson on consulting thinking and our articles on MECE and the Pyramid Principle are also very useful.

4.5. What if I get stuck?

Naturally with case interviews being difficult problems there may be times where you’re unsure what to do or which direction to take. The most common scenario is that you will get stuck midway through the case and there are essentially two things that you should do:

• 1. Go back to your structure
• 2. Ask the interviewer for clarification

Your structure should always be your best friend - after all, this is why you put so much thought and effort into it: if it’s MECE it will point you in the right direction. This may seem abstract but let’s take the very simple example of a profitability case interview: if you’ve started your analysis by segmenting profit into revenue minus costs and you’ve seen that the cost side of the analysis is leading you nowhere, you can be certain that the declining profit is due to a decline in revenue.

Similarly, when you’re stuck on the quantitative section of the case interview, make sure that your framework for calculations is set up correctly (you can confirm this with the interviewer) and see what it is you’re trying to solve for: for example if you’re trying to find what price the client should sell their new t-shirt in order to break even on their investment, you should realize that what you’re trying to find is the break even point, so you can start by calculating either the costs or the revenues. You have all the data for the costs side and you know they’re trying to sell 10.000 pairs so you can simply set up the equation with x being the price.

As we’ve emphasised on several occasions, your case interview will be a dialogue. As such, if you don’t know what to do next or don’t understand something, make sure to ask the interviewer (and as a general rule always follow their prompts as they are trying to help, not trick you). This is especially true for the quantitative questions, where you should really understand what data you’re looking at before you jump into any calculations. Ideally you should ask your questions before you take time to formulate your approach but don’t be afraid to ask for further clarification if you really can’t make sense of what’s going on. It’s always good to walk your interviewer through your approach before you start doing the calculations and it’s no mistake to make sure that you both have the same understanding of the data. For example when confronted with the chart below, you might ask what GW (in this case gigawatt) means from the get-go and ask to confirm the different metrics (i.e. whether 1 GW = 1000 megawatts). You will never be penalised for asking a question like that.

5. What to remember in case interviews

If you’re new to case cracking you might feel a bit hopeless when you see a difficult case question, not having any idea where to start.

In fact though, cracking case interviews is much like playing chess. The rules you need to know to get started are actually pretty simple. What will make you really proficient is time and practice.

In this section, we’ll run through a high level overview of everything you need to know, linking to more detailed resources at every step.

5.1. An overall clear structure

You will probably hear this more than you care for but it is the most important thing to keep in mind as you start solving cases, as not only it is a key evaluation criterion but the greatest tool you will have at your disposal. The ability to build a clear structure in all aspects of the case inteview will be the difference between breezing through a complicated case and struggling at its every step. Let’s look a bit closer at the key areas where you should be structured!

5.1.1 Structured notes

Every case interview starts with a prompt, usually verbal, and as such you will have to take some notes. And here is where your foray into structure begins, as the notes you take should be clear, concise and structured in a way that will allow you to repeat the case back to the interviewer without writing down any unnecessary information.

This may sound very basic but you should absolutely not be dismissive about it: taking clear and organized notes will allow what we found helps is to have separate sections for:

• The case brief
• Follow-up questions and answers
• Numerical data
• Case structure (the most crucial part when solving the case)
• Any scrap work during the case (usually calculations)

When solving the case - or, as we call it here, in the Lead the analysis step, it is highly recommended to keep on feeding and integrating your structure, so that you never get lost. Maintaining a clear high level view is one of the most critical aspects in case interviews as it is a key skill in consulting: by constantly keeping track of where you are following your structure, you’ll never lose your focus on the end goal.

In the case of an interviewer-led case, you can also have separate sheets for each question (e.g. Question 1. What factors can we look at that drive profitability?). If you develop a system like this you’ll know exactly where to look for each point of data rather than rummage around in untidy notes. There are a couple more sections that you may have, depending on preference - we’ll get to these in the next sections.

5.1.2 Structured communication

There will be three main types of communication in cases:

• 1. Asking and answering questions
• 2. Walking the interviewer through your structure (either the case or calculation framework - we’ll get to that in a bit!)
• 3. Delivering your recommendation

Asking and answering questions will be the most common of these and the key thing to do before you speak is ask for some time to collect your thoughts and get organised. What you want to avoid is a ‘laundry list’ of questions or anything that sounds too much like a stream of consciousness.

Different systems work for different candidates but a sure-fire way of being organised is numbering your questions and answers. So rather than saying something like ‘I would like to ask about the business model, operational capacity and customer personas’ it’s much better to break it down and say something along the lines of ‘I’ve got three key questions. Firstly I would like to inquire into the business model of our client. Secondly I would like to ask about their operational capacity. Thirdly I would like to know more about the different customer personas they are serving’.

A similar principle should be applied when walking the interviewer through your structure, and this is especially true of online case interviews (more and more frequent now) when the interviewer can’t see your notes. Even if you have your branches or buckets clearly defined, you should still use a numbering system to make it obvious to the interviewer. So, for example, when asked to identify whether a company should make an acquisition, you might say ‘I would like to examine the following key areas. Firstly the financial aspects of this issue, secondly the synergies and thirdly the client’s expertise’

The recommendation should be delivered top-down (see section 4.4 for specifics) and should employ the same numbering principle. To do so in a speedy manner, you should circle or mark the key facts that you encounter throughout the case so you can easily pull them out at the end.

5.1.3 Structured framework

It’s very important that you have a systematic approach - or framework - for every case. Let’s get one thing straight: there is a difference between having a problem-solving framework for your case and trying to force a case into a predetermined framework. Doing the former is an absolute must , whilst doing the latter will most likely have you unceremoniously dismissed.

We have seen there are several ways of building a framework, from identifying several categories of issues (or ‘buckets’) to building an issue or hypothesis tree (which is the most efficient type of framework). For the purpose of organization, we recommend having a separate sheet for the framework of the case, or, if it’s too much to manage, you can have it on the same sheet as the initial case prompt. That way you’ll have all the details as well as your proposed solution in one place.

5.1.4 Structured calculations

Whether it’s interviewer or candidate-led, at some point in the case you will get a bunch of numerical data and you will have to perform some calculations (for the specifics of the math you’ll need on consulting interviews, have a look at our Consulting Math Guide ). Here’s where we urge you to take your time and not dive straight into calculating! And here’s why: while your numerical agility is sure to impress interviewers, what they’re actually looking for is your logic and the calculations you need to perform in order to solve the problem . So it’s ok if you make a small mistake, as long as you’re solving for the right thing.

As such, make it easy for them - and yourself. Before you start, write down in steps the calculations you need to perform. Here’s an example: let’s say you need to find out by how much profits will change if variable costs are reduced by 10%. Your approach should look something like:

• 1. Calculate current profits: Profits = Revenues - (Variable costs + Fixed costs)
• 2. Calculate the reduction in variable costs: Variable costs x 0.9
• 3. Calculate new profits: New profits = Revenues - (New variable costs + Fixed costs)

Of course, there may be more efficient ways to do that calculation, but what’s important - much like in the framework section - is to show your interviewer that you have a plan, in the form of a structured approach. You can write your plan on the sheet containing the data, then perform the calculations on a scrap sheet and fill in the results afterward.

5.2. Common business knowledge and formulas

Although some consulting firms claim they don’t evaluate candidates based on their business knowledge, familiarity with basic business concepts and formulae is very useful in terms of understanding the case studies you are given in the first instance and drawing inspiration for structuring and brainstorming.

If you are coming from a business undergrad, an MBA or are an experienced hire, you might well have this covered already. For those coming from a different background, it may be useful to cover some.

Luckily, you don’t need a degree-level understanding of business to crack case interviews , and a lot of the information you will pick up by osmosis as you read through articles like this and go through cases.

However, some things you will just need to sit down and learn. We cover everything you need to know in some detail in our Case Academy Course course. However, some examples here of things you need to learn are:

• Basic accounting (particularly how to understand all the elements of a balance sheet)
• Basic economics
• Basic marketing
• Basic strategy

Below we include a few elementary concepts and formulae so you can hit the ground running in solving cases. We should note that you should not memorise these and indeed a good portion of them can be worked out logically, but you should have at least some idea of what to expect as this will make you faster and will free up much of your mental computing power. In what follows we’ll tackle concepts that you will encounter in the private business sector as well as some situations that come up in cases that feature clients from the NGO or governmental sector.

5.2.1 Business sector concepts

These concepts are the bread and butter of almost any business case so you need to make sure you have them down. Naturally, there will be specificities and differences between cases but for the most part here is a breakdown of each of them.

5.2.1.1. Revenue

The revenue is the money that the company brings in and is usually equal to the number of products they sell multiplied to the price per item and can be expressed with the following equation:

Revenue = Volume x Price

Companies may have various sources of revenue or indeed multiple types of products, all priced differently which is something you will need to account for in your case interview. Let’s consider some situations. A clothing company such as Nike will derive most of their revenue from the number of products they sell times the average price per item. Conversely, for a retail bank revenue is measured as the volume of loans multiplied by the interest rate at which the loans are given out. As we’ll see below, we might consider primary revenues and ancillary revenues: in the case of a football club, we might calculate primary revenues by multiplying the number of tickets sold by the average ticket price, and ancillary revenues those coming from sales of merchandise (similarly, let’s say average t-shirt price times the number of t-shirts sold), tv rights and sponsorships.

These are but a few examples and another reminder that you should always aim to ask questions and understand the precise revenue structure of the companies you encounter in cases.

5.2.1.2. Costs

The costs are the expenses that a company incurs during its operations. Generally, they can be broken down into fixed and variable costs :

Costs = Fixed Costs + Variable Costs

As their name implies, fixed costs do not change based on the number of units produced or sold. For example, if you produce shoes and are renting the space for your factory, you will have to pay the rent regardless of whether you produce one pair or 100. On the other hand, variable costs depend on the level of activity, so in our shoe factory example they would be equivalent to the materials used to produce each pair of shoes and would increase the more we produce.

These concepts are of course guidelines used in order to simplify the analysis in cases, and you should be aware that in reality often the situation can be more complicated. However, this should be enough for case interviews. Costs can also be quasi-fixed, in that they increase marginally with volume. Take the example of a restaurant which has a regular staff, incurring a fixed cost but during very busy hours or periods they also employ some part-time workers. This cost is not exactly variable (as it doesn’t increase with the quantity of food produced) but also not entirely fixed, as the number of extra hands will depend on how busy the restaurant is. Fixed costs can also be non-linear in nature. Let’s consider the rent in the same restaurant: we would normally pay a fixed amount every month, but if the restaurant becomes very popular we might need to rent out some extra space so the cost will increase. Again, this is not always relevant for case interviews.

5.2.1.3. Profit and profit margin

The profit is the amount of money a company is left with after it has paid all of its expenses and can be expressed as follows:

Profit = Revenue - Costs

It’s very likely that you will encounter a profitability issue in one of your case interviews, namely you will be asked to increase a company’s profit. There are two main ways of doing this: increasing revenues and reducing costs , so these will be the two main areas you will have to investigate. This may seem simple but what you will really need to understand in a case are the key drivers of a business (and this should be done through clarifying questions to the interviewer - just as a real consultant would question their client).

For example, if your client is an airline you can assume that the main source of revenue is sales of tickets, but you should inquire how many types of ticket the specific airline sells. You may naturally consider economy and business class tickets, but you may find out that there is a more premium option - such as first class - and several in-between options. Similarly to our football club example, there may be ancillary revenues from selling of food and beverage as well as advertising certain products or services on flights.

You may also come across the profit margin in case interviews. This is simply the percentage of profit compared to the revenue and can be expressed as follows:

Profit margin = Profit/Revenue x 100

5.2.1.4. Break-even point

An ancillary concept to profit, the break-even point is the moment where revenues equal costs making the profit zero and can be expressed as the following equation:

Revenues = Costs (Fixed costs + Variable costs)

This formula will be useful when you are asked questions such as ‘What is the minimum price I should sell product X?’ or ‘What quantity do I need to sell in order to recoup my investment?’. Let’s say in a case interview an owner of a sandwich store asks us to figure out how many salami and cheese salami sandwiches she needs to sell in order to break even. She’s spending $4 on salami and $2 for cheese and lettuce per sandwich, and believes she can sell the sandwiches at around $7. The cost of utilities and personnel is around $5000 per month. We could lay this all out in the break-even equation:

7 x Q ( quantity ) = (4+2) x Q + 5000 ( variable + fixed costs )

In a different scenario, we may be asked to calculate the break-even price . Let’s consider our sandwich example and say our owner knows she has enough ingredients for about 5000 sandwiches per month but is not sure how much to sell them for. In that case, if we know our break-even equation, we can simply make the following changes:

P ( price ) x 5000 = (4+2) x 5000 + 5000

By solving the equation we get to the price of $7 per sandwich.

5.2.1.5. Market share and market size

We can also consider the market closely with profit, as in fact the company’s performance in the market is what drives profits. The market size is the total number of potential customers for a certain business or product, whereas the market share is the percentage of that market that your business controls (or could control, depending on the case).

There is a good chance you will have to estimate the market size in one of your case interviews and we get into more details on how to do that below. You may be asked to estimate this in either number of potential customers or total value . The latter simply refers to the number of customers multiplied by the average value of the product or service.

To calculate the market share you will have to divide the company’s share by the total market size and multiply by 100:

Note, though, that learning the very basics of business is the beginning rather than the end of your journey. Once you are able to “speak business” at a rudimentary level, you should try to “become fluent” and immerse yourself in reading/viewing/listening to as wide a variety of business material as possible, getting a feel for all kinds of companies and industries - and especially the kinds of problems that can come up in each context and how they are solved. The material put out by the consulting firms themselves is a great place to start, but you should also follow the business news and find out about different companies and sectors as much as possible between now and interviews. Remember, if you’re going to be a consultant, this should be fun rather than a chore!

5.3 Public sector and NGO concepts

As we mentioned, there will be some cases (see section 6.6 for a more detailed example) where the key performance indicators (or KPIs in short) will not be connected to profit. The most common ones will involve the government of a country or an NGO, but they can be way more diverse and require more thought and application of first principles. We have laid out a couple of the key concepts or KPIs that come up below

5.3.1 Quantifiability

In many such scenarios you will be asked to make an important strategic decision of some kind or to optimise a process. Of course these are not restricted to non-private sector cases but this is where they really come into their own as there can be great variation in the type of decision and the types of field.

While there may be no familiar business concepts to anchor yourself onto, a concept that is essential is quantifiability . This means, however qualitative the decision might seem, consultants rely on data so you should always aim to have aspects of a decision that can be quantified, even if the data doesn’t present itself in a straightforward manner.

Let’s take a practical example. Your younger sibling asks you to help them decide which university they should choose if they want to study engineering. One way to structure your approach would be to segment the problem into factors affecting your sibling’s experience at university and experience post-university. Within the ‘at uni’ category you might think about the following:

• Financials : How much are tuition costs and accommodation costs?
• Quality of teaching and research : How are possible universities ranked in the QS guide based on teaching and research?
• Quality of resources : How well stocked is their library, are the labs well equipped etc.?
• Subject ranking : How is engineering at different unis ranked?
• Life on campus and the city : What are the living costs in the city where the university is based? What are the extracurricular opportunities and would your sibling like to live in that specific city based on them?

Within the ‘out of uni’ category you might think about:

• Exit options : What are the fields in which your sibling could be employed and how long does it take the average student of that university to find a job?
• Alumni network : What percentage of alumni are employed by major companies?
• Signal : What percentage of applicants from the university get an interview in major engineering companies and related technical fields?

You will perhaps notice that all the buckets discussed pose quantifiable questions meant to provide us with data necessary to make a decision. It’s no point to ask ‘Which university has the nicest teaching staff?’ as that can be a very subjective metric.

5.3.1 Impact

Another key concept to consider when dealing with sectors other than the private one is how impactful a decision or a line of inquiry is on the overarching issue , or whether all our branches in our issue tree have a similar impact. This can often come in the form of impact on lives, such as in McKinsey’s conservation case discussed below, namely how many species can we save with our choice of habitat.

5.4 Common consulting concepts

Consultants use basic business concepts on an every day basis, as they help them articulate their frameworks to problems. However, they also use some consulting specific tools to quality check their analysis and perform in the most efficient way possible. These principles can be applied to all aspects of a consultant’s work, but for brevity we can say they mostly impact a consultant’s systematic approach and communication - two very important things that are also tested in case interviews. Therefore, it’s imperative that you not only get to know them, but learn how and when to use them as they are at the very core of good casing. They are MECE-ness, the Pareto Principle and the Pyramid principle and are explained briefly below - you should, however, go on to study them in-depth in their respective articles.

Perhaps the central pillar of all consulting work and an invaluable tool to solve cases, MECE stands for Mutually Exclusive and Collectively Exhaustive . It can refer to any and every aspect in a case but is most often used when talking about structure. We have a detailed article explaining the concept here , but the short version is that MECE-ness ensures that there is no overlap between elements of a structure (i.e. the Mutually Exclusive component) and that it covers all the drivers or areas of a problem (Collectively Exhaustive). It is a concept that can be applied to any segmentation when dividing a set into subsets that include it wholly but do not overlap.

Let’s take a simple example and then a case framework example. In simple terms, when we are asked to break down the set ‘cars’ into subsets, dividing cars into ‘red cars’ and ‘sports cars’ is neither mutually exclusive (as there are indeed red sports cars) nor exhaustive of the whole set (i.e. there are also yellow non-sports cars that are not covered by this segmentation). A MECE way to segment would be ‘cars produced before 2000’ and ‘cars produced after 2000’ as this segmentation allows for no overlap and covers all the cars in existence.

Dividing cars can be simple, but how can we ensure MECEness in a case-interview a.k.a. a business situation. While the same principles apply, a good tip to ensure that your structure is MECE is to think about all the stakeholders - i.e. those whom a specific venture involves.

Let’s consider that our client is a soda manufacturer who wants to move from a business-to-business strategy, i.e. selling to large chains of stores and supermarkets, to a business-to-consumer strategy where it sells directly to consumers. In doing so they would like to retrain part of their account managers as direct salespeople and need to know what factors to consider.

A stakeholder-driven approach would be to consider the workforce and customers and move further down the issue tree, thinking about individual issues that might affect them. In the case of the workforce, we might consider how the shift would affect their workload and whether it takes their skillset into account. As for the customers, we might wonder whether existing customers would be satisfied with this move: will the remaining B2B account managers be able to provide for the needs of all their clients and will the fact that the company is selling directly to consumers now not cannibalise their businesses? We see how by taking a stakeholder-centred approach we can ensure that every single perspective and potential issue arising from it is fully covered.

5.4.2 The Pareto Principle

Also known as the 80/20 rule, this principle is important when gauging the impact of a decision or a factor in your analysis. It simply states that in business (but not only) 80% of outcomes come from 20% of causes. What this means is you can make a few significant changes that will impact most of your business organisation, sales model, cost structure etc.

Let’s have a look at 3 quick examples to illustrate this:

• 80% of all accidents are caused by 20% of drivers
• 20% of a company’s products account for 80% of the sales
• 80% of all results in a company are driven by 20% of its employees

The 80/20 rule will be a very good guide line in real engagements as well as case interviews, as it will essentially point to the easiest and most straightforward way of doing things. Let’s say one of the questions in a case is asking you to come up with an approach to understand the appeal of a new beard trimmer. Obviously you can’t interview the whole male population so you might think about setting up a webpage and asking people to comment their thoughts. But what you would get would be a laundry list of difficult to sift through data.

Using an 80/20 approach you would segment the population based on critical factors (age groups, grooming habits etc.) and then approach a significant sample size of each (e.g. 20), analysing the data and reaching a conclusion.

5.4.3 The Pyramid Principle

This principle refers to organising your communication in a top-down , efficient manner. While this is generally applicable, the pyramid principle will most often be employed when delivering the final recommendation to your client. This means - as is implicit in the name - that you would organise your recommendation (and communication in general) as a pyramid, stating the conclusion or most important element at the top then go down the pyramid listing 3 supporting arguments and then further (ideally also 3) supporting arguments for those supporting arguments.

Let’s look at this in practice in a case interview context: your client is a German air-conditioning unit manufacturer who was looking to expand into the French market. However, after your analysis you’ve determined that the market share they were looking to capture would not be feasible. A final recommendation using the Pyramid Principle would sound something like this: ‘I recommend that we do not enter the German market for the following three reasons. Firstly, the market is too small for our ambitions of $50 million. Secondly the market is heavily concentrated, being controlled by three major players and our 5 year goal would amount to controlling 25% of the market, a share larger than that of any of the players. Thirdly, the alternative of going into the corporate market would not be feasible, as it has high barriers to entry.Then, if needed, we could delve deeper into each of our categories

6. Case examples or building blocks?

As we mentioned before, in your case interview preparation you will undoubtedly find preparation resources that claim that there are several standard types of cases and that there is a general framework that can be applied to each type of case. While there are indeed cases that are straightforward at least in appearance and seemingly invite the application of such frameworks, the reality is never that simple and cases often involve multiple or more complicated components that cannot be fitted into a simple framework.

At MCC we don’t want you to get into the habit of trying to identify which case type you’re dealing with and pull out a framework, but we do recognize that there are recurring elements in frameworks that are useful - such as the profitability of a venture (with its revenues and costs), the valuation of a business, estimating and segmenting a market and pricing a product.

We call these building blocks because they can be used to build case frameworks but are not a framework in and of themselves, and they can be shuffled around and rearranged in any way necessary to be tailored to our case. Hence, our approach is not to make you think in terms of case types but work from first principles and use these building blocks to build your own framework. Let’s take two case prompts to illustrate our point.

The first is from the Bain website, where the candidate is asked whether they think it’s a good idea for their friend to open a coffee shop in Cambridge UK (see the case here ). The answer framework provided here is a very straightforward profitability analysis framework, examining the potential revenues and potential costs of the venture:

While this is a good point to start for your case interview (especially taken together with the clarifying questions), we will notice that this approach will need more tailoring to the case - for example the quantity of coffee will be determined by the market for coffee drinkers in Cambridge, which we have to determine based on preference. We are in England so a lot of people will be drinking tea but we are in a university town so perhaps more people than average are drinking coffee as it provides a better boost when studying. All these are some much needed case-tailored hypotheses that we can make based on the initial approach.

Just by looking at this case we might be tempted to say that we can just take a profitability case and apply it without any issues. However, this generic framework is just a starting point and in reality we would need to tailor it much further in the way we had started to do in order to get to a satisfactory answer. For example, the framework for this specific case interview doesn’t cover aspects such as the customer’s expertise: does the friend have any knowledge of the coffee business, such as where to source coffee and how to prepare it? Also, we could argue there may be some legal factors to consider here, such as any approvals that they might need from the city council to run a coffee shop on site, or some specific trade licences that are not really covered in the basic profitability framework.

Let’s take a different case , however, from the McKinsey website. In this scenario, the candidate is being asked to identify some factors in order to choose where to focus the client’s conservation efforts. Immediately we can realise that this case doesn’t lend itself to any pre-packaged framework and we will need to come up with something from scratch - and take a look at McKinsey’s answer of the areas to focus on:

We notice immediately that this framework is 100% tailored to the case - of course there are elements which we encounter in other cases, such as costs and risks but again these are applied in an organic way. It’s pretty clear that while no standard framework would work in this case, the aforementioned concepts - costs and risks - and the way to approach them (a.k.a building blocks ) are fundamentally similar throughout cases (with the obvious specificities of each case).

In what follows, we’ll give a brief description of each building block starting from the Bain example discussed previously, in order to give you a general idea of what they are and their adaptability, but you should make sure to follow the link to the in-depth articles to learn all their ins and outs.

6.1 Estimates and segmentation

This building block will come into play mostly when you’re thinking about the market for a certain product (but make sure to read the full article for more details). Let’s take our Bain Cambridge coffee example. As we mentioned under the quantity bucket we need to understand what the market size for coffee in Cambridge would be - so we can make an estimation based on segmentation .

The key to a good estimation is the ability to logically break down the problem into more manageable pieces. This will generally mean segmenting a wider population to find a particular target group. We can start off with the population of Cambridge - which we estimate at 100.000. In reality the population is closer to 150.000 but that doesn’t matter - the estimation has to be reasonable and not accurate , so unless the interviewer gives you a reason to reconsider you can follow your instinct. We can divide that into people who do and don’t drink coffee. Given our arguments before, we can conclude that 80% of those, so 80.000 drink coffee. Then we can further segment into those who drink regularly - let’s say every day - and those who drink occasionally - let’s say once a week. Based on the assumptions before about the student population needing coffee to function, and with Cambridge having a high student population, we can assume that 80% of those drinking coffee are regular drinkers, so that would be 64.000 regular drinkers and 16.000 occasional drinkers. We can then decide whom we want to target what our strategy needs to be:

This type of estimation and segmentation can be applied to any case specifics - hence why it is a building block.

6.2 Profitability

We had several looks at this building block so far (see an in-depth look here ) as it will show up in most case interivew scenarios, since profit is a key element in any company’s strategy. As we have seen, the starting point to this analysis is to consider both the costs and revenues of a company, and try to determine whether revenues need to be improved or whether costs need to be lowered. In the coffee example, the revenues are dictated by the average price per coffe x the number of coffees sold , whereas costs can be split into fixed and variable .

Some examples of fixed costs would be the rent for the stores and the cost of the personnel and utilities, while the most obvious variable costs would be the coffee beans used and the takeaway containers (when needed). We may further split revenues in this case into Main revenues - i.e. the sales of coffee - and Ancillary revenues , which can be divided into Sales of food products (sales of pastries, sandwiches etc., each with the same price x quantity schema) and Revenues from events - i.e renting out the coffee shop to events and catering for the events themselves. Bear in mind that revenues will be heavily influenced by the penetration rate , i.e. the share of the market which we can capture.

6.3 Pricing

Helping a company determine how much they should charge for their goods or services is another theme that comes up frequently in cases. While it may seem less complicated than the other building blocks, we assure you it’s not - you will have to understand and consider several factors, such as the costs a company is incurring, their general strategic positioning, availability, market trends as well as the customers’ willingness to pay (or WTP in short) - so make sure to check out our in-depth guide here .

In our example, we may determine that the cost per cup (coffee beans, staff, rent) is £1. We want to be student friendly so we should consider how much students would want to pay for a coffee as well as how much are competitors are charging. Based on those factors, it would be reasonable to charge on average £2 per cup of coffee. It’s true that our competitors are charging £3 but they are targeting mostly the adult market, whose willingness to pay is higher, so their pricing model takes that into account as well as the lower volume of customers in that demographic.

6.4. Valuation

A variant of the pricing building block, a valuation problem generally asks the candidate to determine how much a client should pay for a specific company (the target of an acquisition) as well as what other factors to consider. The two most important factors (but not the only ones - for a comprehensive review see our Valuation article ) to consider are the net present value (in consulting interviews usually in perpetuity) and the synergies .

In short, the net present value of a company is how much profit it currently brings in, divided by how much that cash flow will depreciate in the future and can be represented with the equation below:

The synergies refer to what could be achieved should the companies operate as one, and can be divided into cost and revenue synergies .

Let’s expand our coffee example a bit to understand these. Imagine that our friend manages to open a chain of coffee shops in Cambridge and in the future considers acquiring a chain of take-out restaurants. The most straightforward example of revenue synergies would be cross-selling, in this case selling coffee in the restaurants as well as in the dedicated stores, and thus getting an immediate boost in market share by using the existing customers of the restaurant chain. A cost synergy would be merging the delivery services of the two businesses to deliver both food and coffee, thus avoiding redundancies and reducing costs associated with twice the number of drivers and vehicles.

6.5. Competitive interaction

This component of cases deals with situations where the market in which a company is operating changes and the company must decide what to do. These changes often have to do with a new player entering the market (again for more details make sure to dive into the Competitive Interaction article ).

Let’s assume that our Cambridge coffee shop has now become a chain and has flagged up to other competitors that Cambridge is a blooming market for coffee. As such, Starbucks has decided to open a few stores in Cambridge themselves, to test this market. The question which might be posed to a candidate is what should our coffee chain do. One way (and a MECE one) to approach the problem is to decide between doing something and doing nothing . We might consider merging with another coffee chain and pooling our resources or playing to our strengths and repositioning ourselves as ‘your student-friendly, shop around the corner’. Just as easily we may just wait the situation out and see whether indeed Starbucks is cutting into our market share - after all, the advantages of our product and services might speak for themselves and Starbucks might end up tanking. Both of these are viable options if argued right and depending on the further specifics of the case.

6.6. Special cases

Most cases deal with private sectors, where the overarching objective entails profit in some form. However, as hinted before, there are cases which deal with other sectors where there are other KPIs in place . The former will usually contain one or several of these building blocks whereas the latter will very likely have neither. This latter category is arguably the one that will stretch your analytical and organisational skills to the limit, since there will be very little familiarity that you can fall back on (McKinsey famously employs such cases in their interview process).

So how do we tackle the structure for such cases? The short answer would be starting from first principles and using the problem driven structure outlined above, but let’s look at a quick example in the form of a McKinsey case :

The first question addressed to the candidate is the following:

This is in fact asking us to build a structure for the case. So what should we have in mind here? Most importantly, we should start with a structure that is MECE and we should remember to do that by considering all the stakeholders . They are on the one hand the government and affiliated institutions and on the other the population. We might then consider which issues might arise for each shareholder and what the benefits for them would be, as well as the risks. This approach is illustrated in the answer McKinsey provides as well:

More than anything, this type of case shows us how important it is to practise and build different types of structures, and think about MECE ways of segmenting the problem.

7. How Do I prepare for case interviews

In consulting fashion, the overall preparation can be structured into theoretical preparation and practical preparation , with each category then being subdivided into individual prep and prep with a partner .

As a general rule, the level and intensity of the preparation will differ based on your background - naturally if you have a business background (and have been part of a consulting club or something similar) your preparation will be less intensive than if you’re starting from scratch. The way we suggest you go about it is to start with theoretical preparation , which means learning about case interviews, business and basic consulting concepts (you can do this using free resources - such as the ones we provide - or if you want a more through preparation you can consider joining our Case Academy as well).

You can then move on to the practical preparation which should start with doing solo cases and focusing on areas of improvement, and then move on to preparation with a partner , which should be another candidate or - ideally - an ex-consultant.

Let’s go into more details with respect to each type of preparation.

7.1. Solo practice

The two most important areas of focus in sole preparation are:

• Mental math

As we mentioned briefly, the best use of your time is to focus on solving cases. You can start with cases listed on MBB sites since they are clearly stated and have worked solutions as well (e.g. Bain is a good place to start) and then move to more complex cases (our Case Library also offers a range of cases of different complexities). To build your confidence, start out on easier case questions, work through with the solutions, and don't worry about time. As you get better, you can move on to more difficult cases and try to get through them more quickly. You should practice around eight case studies on your own to build your confidence.

Another important area of practice is your mental mathematics as this skill will considerably increase your confidence and is neglected by many applicants - much to their immediate regret in the case interview. Find our mental math tool here or in our course, and practice at least ten minutes per day, from day one until the day before the interview.

7.2. Preparation with a partner

There are aspects of a case interview - such as asking clarifying questions - which you cannot do alone and this is why, after you feel comfortable, you should move on to practice with another person. There are two options here:

• Practicing with a peer
• Practicing with an ex-consultant

In theory they can be complementary - especially if you’re peer is also preparing for consulting interviews - and each have advantages and disadvantages. A peer is likely to practice with you for free for longer, however you may end up reinforcing some bad habits or unable to get actionable feedback. A consultant will be able to provide you the latter but having their help for the same number of hours as a peer will come at a higher cost. Let’s look at each option in more detail.

7.2.1. Peer preparation

Once you have worked through eight cases solo, you should be ready to simulate the case interview more closely and start working with another person.

Here, many candidates turn to peer practice - that is, doing mock case interviews with friends, classmates or others also applying to consulting. If you’re in university, and especially in business school, there will very likely be a consulting club for you to join and do lots of case practice with. If you don’t have anyone to practice, though, or if you just want to get a bit more volume in with others, our free meeting board lets you find fellow applicants from around the world with whom to practice. We recommend practicing around 10 to 15 ‘live’ cases to really get to a point where you feel comfortable.

7.2.2. Preparation with a consultant

You can do a lot practising by yourself and with peers. However, nothing will bring up your skills so quickly and profoundly as working with a real consultant.

Perhaps think about it like boxing. You can practice drills and work on punch bags all you want, but at some point you need to get into the ring and do some actual sparring if you ever want to be ready to fight.

Practicing with an ex consultant is essentialy a simulation of a case interview. Of course, it isn’t possible to secure the time of experienced top-tier consultants for free. However, when considering whether you should invest to boost your chances of success, it is worth considering the difference in your salary over even just a few years between getting into a top-tier firm versus a second-tier one. In the light of thousands in increased annual earnings (easily accumulating into millions over multiple years), it becomes clear that getting expert interview help really is one of the best investments you can make in your own future.

Should you decide to make this step, MyConsultingCoach can help, offering bespoke mentoring programmes , where you are paired with a 5+ year experienced, ex-MBB mentor of your choosing, who will then oversee your whole case interview preparation from start to finish - giving you your best possible chance of landing a job!

7.3. Practice for online interviews

Standard preparation for interview case studies will carry directly over to online cases.

However, if you want to do some more specific prep, you can work through cases solo to a timer and using a calculator and/or Excel (online cases generally allow calculators and second computers to help you, whilst these are banned in live case interviews).

Older PST-style questions also make great prep, but a particularly good simulation is the self-assessment tests included in our Case Academy course . These multiple choice business questions conducted with a strict time limit are great preparation for the current crop of online cases.

7.4. Fit interviews

As we’ve noted, even something billed as a case interview is very likely to contain a fit interview as a subset.

We have an article on fit interviews and also include a full set of lessons on how to answer fit questions properly as a subset of our comprehensive Case Academy course .

Here though, the important thing to convey is that you take preparing for fit questions every bit as seriously as you do case prep.

Since they sound the same as you might encounter when interviewing for other industries, the temptation is to regard these as “just normal interview questions”.

However, consulting firms take your answers to these questions a good deal more seriously than elsewhere.

This isn’t just for fluffy “corporate culture” reasons. The long hours and close teamwork, as well as the client-facing nature of management consulting, mean that your personality and ability to get on with others is going to be a big part of making you a tolerable and effective co-worker.

If you know you’ll have to spend 14+ hour working days with someone you hire and that your annual bonus depends on them not alienating clients, you better believe you’ll pay attention to their character in interview.

There are also hard-nosed financial reasons for the likes of McKinsey, Bain and BCG to drill down so hard on your answers.

In particular, top consultancies have huge issues with staff retention. The average management consultant only stays with these firms for around two years before they have moved on to a new industry.

In some cases, consultants bail out because they can’t keep up with the arduous consulting lifestyle of long hours and endless travel. In many instances, though, departing consultants are lured away by exit opportunities - such as the well trodden paths towards internal strategy roles, private equity or becoming a start-up founder.

Indeed, many individuals will intentionally use a two year stint in consulting as something like an MBA they are getting paid for - giving them accelerated exposure to the business world and letting them pivot into something new.

Consulting firms want to get a decent return on investment for training new recruits. Thus, they want hires who not only intend to stick with consulting longer-term, but also have a temperament that makes this feasible and an overall career trajectory where it just makes sense for them to stay put.

This should hammer home the point that, if you want to get an offer, you need to be fully prepared to answer fit questions - and to do so excellently - any time you have a case interview.

8. Interview day - what to expect, with tips

Of course, all this theory is well and good, but a lot of readers might be concerned about what exactly to expect in real life . It’s perfectly reasonable to want to get as clear a picture as possible here - we all want to know what we are going up against when we face a new challenge!

Indeed, it is important to think about your interview in more holistic terms, rather than just focusing on small aspects of analysis. Getting everything exactly correct is less important than the overall approach you take to reasoning and how you communicate - and candidates often lose sight of this fact.

In this section, then, we’ll run through the case interview experience from start to finish, directing you to resources with more details where appropriate. As a supplement to this, the following video from Bain is excellent. It portrays an abridged version of a case interview, but is very useful as a guide to what to expect - not just from Bain, but from McKinsey, BCG and any other high-level consulting firm.

8.1. Getting started

Though you might be shown through to the office by a staff member, usually your interviewer will come and collect you from a waiting area. Either way, when you first encounter them, you should greet your interviewer with a warm smile and a handshake (unless they do not offer their hand). Be confident without verging into arrogance. You will be asked to take a seat in the interviewer’s office, where the case interview can then begin.

8.1.1. First impressions

In reality, your assessment begins before you even sit down at your interviewer’s desk. Whether at a conscious level or not, the impression you make within the first few seconds of meeting your interviewer is likely to significantly inform the final hiring decision (again, whether consciously or not).

Your presentation and how you hold yourself and behave are all important . If this seems strange, consider that, if hired, you will be personally responsible for many clients’ impressions of the firm. These things are part of the job! Much of material on the fit interview is useful here, whilst we also cover first impressions and presentation generally in our article on what to wear to interview .

As we have noted above, your interview might start with a fit segment - that is, with the interviewer asking questions about your experiences, your soft skills, and motivation to want to join consulting generally and that firm in particular. In short, the kinds of things a case study can’t tell them about you. We have a fit interview article and course to get you up to speed here.

8.1.2. Down to business

Following an initial conversation, your interviewer will introduce your case study , providing a prompt for the question you have to answer. You will have a pen and paper in front of you and should (neatly) note down the salient pieces of information (keep this up throughout the interview).

It is crucial here that you don’t delve into analysis or calculations straight away . Case prompts can be tricky and easy to misunderstand, especially when you are under pressure. Rather, ask any questions you need to fully understand the case question and then validate that understanding with the interviewer before you kick off any analysis. Better to eliminate mistakes now than experience that sinking feeling of realising you have gotten the whole thing wrong halfway through your case!

This process is covered in our article on identifying the problem and in greater detail in our Case Academy lesson on that subject.

8.1.3. Analysis

Once you understand the problem, you should take a few seconds to set your thoughts in order and draw up an initial structure for how you want to proceed. You might benefit from utilising one or more of our building blocks here to make a strong start. Present this to your interviewer and get their approval before you get into the nuts and bolts of analysis.

We cover the mechanics of how to structure your problem and lead the analysis in our articles here and here and more thoroughly in the MCC Case Academy . What it is important to convey here, though, is that your case interview is supposed to be a conversation rather than a written exam . Your interviewer takes a role closer to a co-worker than an invigilator and you should be conversing with them throughout.

Indeed, how you communicate with your interviewer and explain your rationale is a crucial element of how you will be assessed. Case questions in general, are not posed to see if you can produce the correct answer, but rather to see how you think . Your interviewer wants to see you approach the case in a structured, rational fashion. The only way they are going to know your thought processes, though, is if you tell them!

To demonstrate this point, here is another excellent video from Bain, where candidates are compared.

Note that multiple different answers to each question are considered acceptable and that Bain is primarily concerned with the thought processes of the candidate’s exhibit .

Another reason why communication is absolutely essential to case interview success is the simple reason that you will not have all the facts you need to complete your analysis at the outset. Rather, you will usually have to ask the interviewer for additional data throughout the case to allow you to proceed .

NB: Don't be let down by your math!

Your ability to quickly and accurately interpret these charts and other figures under pressure is one of the skills that is being assessed. You will also need to make any calculations with the same speed and accuracy (without a calculator!). As such, be sure that you are up to speed on your consulting math .

8.1.4. Recommendation

Finally, you will be asked to present a recommendation. This should be delivered in a brief, top-down "elevator pitch" format , as if you are speaking to a time-pressured CEO. Again here, how you communicate will be just as important as the details of what you say, and you should aim to speak clearly and with confidence.

For more detail on how to give the perfect recommendation, take a look at our articles on the Pyramid Principle and providing recommendations , as well the relevant lesson within MCC Academy .

8.1.5. Wrapping up

After your case is complete, there might be a few more fit questions - including a chance for you to ask some questions of the interviewer . This is your opportunity to make a good parting impression.

We deal with the details in our fit interview resources. However, it is always worth bearing in mind just how many candidates your interviewers are going to see giving similar answers to the same questions in the same office. A pretty obvious pre-requisite to being considered for a job is that your interviewer remembers you in the first place. Whilst you shouldn't do something stupid just to be noticed, asking interesting parting questions is a good way to be remembered.

Now, with the interview wrapped up, it’s time to shake hands, thank the interviewer for their time and leave the room .

You might have other case interviews or tests that day or you might be heading home. Either way, if know that you did all you could to prepare, you can leave content in the knowledge that you have the best possible chance of receiving an email with a job offer. This is our mission at MCC - to provide all the resources you need to realise your full potential and land your dream consulting job!

8.2. Remote and one-way interview tips

Zoom case interviews and “one-way” automated fit interviews are becoming more common as selection processes are increasingly remote, with these new formats being accompanied by their own unique challenges.

Obviously you won’t have to worry about lobbies and shaking hands for a video interview. However, a lot remains the same. You still need to do the same prep in terms of getting good at case cracking and expressing your fit answers. The specific considerations around remote case interviews are, in effect, around making sure you come across as effectively as you would in person.

8.2.1. Connection

It sounds trivial, but a successful video case interview of any kind presupposes a functioning computer with a stable and sufficient internet connection.

Absolutely don’t forget to have your laptop plugged in, as your battery will definitely let you down mid-interview. Similarly, make sure any housemates or family know not to use the microwave, vacuum cleaner or anything else that makes wifi cut out (or makes a lot of noise, obviously)

If you have to connect on a platform you don’t use much (for example, if it’s on Teams and you’re used to Zoom), make sure you have the up to date version of the app in advance, rather than having to wait for an obligatory download and end up late to join. Whilst you’re at it, make sure you’re familiar with the controls etc. At the risk of being made fun of, don’t be afraid to have a practice call with a friend.

8.2.2. Dress

You might get guidance on a slightly more relaxed dress code for a Zoom interview. However, if in doubt, dress as you would for the real thing (see our article here ).

Either way, always remember that presentation is part of what you are being assessed on - the firm needs to know you can be presentable for clients. Taking this stuff seriously also shows respect for your interviewer and their time in interviewing you.

8.2.3. Lighting

An aspect of presentation that you have to devote some thought to for a Zoom case interview is your lighting.

Hopefully, you long ago nailed a lighting set-up during the Covid lockdowns. However, make sure to check your lighting in advance with your webcam - bearing in mind what time if day your case interview actually is. If your case interview is late afternoon, don’t just check in the morning. Make sure you aren’t going to be blinded from light coming in a window behind your screen, or that you end up with the weird shadow stripes from blinds all over your face.

Natural light is always best, but if there won’t be much of that during your interview, you’ll likely want to experiment with moving some lamps around.

8.2.4. Clarity

The actual stories you tell in an automated “one-way” fit interview will be the same as for a live equivalent. If anything, things should be easier, as you can rattle off a practised monologue without an interviewer interrupting you to ask for clarifications.

You can probably also assume that the algorithm assessing your performance is sufficiently capable that it will be observing you at much the same level as a human interviewer. However, it is probably still worth speaking as clearly as possible with these kinds of interviews and paying extra attention to your lighting to ensure that your face is clearly visible.

No doubt the AIs scoring these interviews are improving all the time, but you still want to make their job as easy as possible. Just think about the same things as you would with a live Zoom case interview, but more so.

9. How we can help

There are lots of great free resources on this site to get you started with preparation, from all our articles on case solving and consulting skills to our free case library and peer practice meeting board .

To step your preparation up a notch, though, our Case Academy course will give you everything you need to know to solve the most complex of cases - whether those are in live case interviews, with chatbots, written tests or any other format.

Whatever kind of case you end up facing, nothing will bring up your skillset faster than the kind of acute, actionable feedback you can get from a mock case interview a real, MBB consultant. Whilst it's possible to get by without this kind of coaching, it does tend to be the biggest single difference maker for successful candidates.

You can find out more on our coaching page:

Explore Coaching

Of course, for those looking for a truly comprehensive programme, with a 5+ year experienced MBB consultant overseeing their entire prep personally, from networking and applications right through to your offer, we have our mentoring programmes.

You can read more here:

Comprehensive Mentoring

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Designing and Conducting Case Studies

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

Definition and Overview

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

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

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

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

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

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

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

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

Educational Applications

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

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

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

Types and Design Concerns

Researchers use multiple methods and approaches to conduct case studies.

Types of Case Studies

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

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

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

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

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

Identifying a Theoretical Perspective

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

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

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

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

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

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

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

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

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

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

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

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

Designing a Case Study

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

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

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

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

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

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

Conducting Case Studies

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

Method: Single or Multi-modal?

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

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

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

Participant Selection

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

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

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

Data Collection

There are six types of data collected in case studies:

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

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

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

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

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

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

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

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

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

Data Analysis

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

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

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

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

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

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

Composing the Case Study Report

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

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

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

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

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

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

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

Issues of Validity and Reliability

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

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

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

Commentary on Case Studies

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

Strengths and Weaknesses of Case Studies

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

Flexibility

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

Emphasis on Context

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

Inherent Subjectivity

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

High Investment

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

Ethical Considerations

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

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

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

Concerns about Reliability, Validity, and Generalizability

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

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

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

Annotated Bibliography

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

No abstract available.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This article provides tips for writing more effective case studies.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Related Links

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

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

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

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• Research Methods
• Post last modified: 26 August 2021
• Reading time: 36 mins read
• Post category: Research Methodology

4 Research Methods

4 Major Research Methods are:

Observations

Schedule and questionnaire, case study method.

Table of Content

• 1.1.1 Types of Interview
• 1.1.2 Features of Interviews
• 1.1.3 Essentials for an Effective Interview
• 1.1.4 Advantages of Interviews
• 1.1.5 Disadvantages of Interviews
• 1.1.6 Interview Process
• 1.1.7 Problems Faced in an Interview
• 1.2.1 Characteristics of Observation Method
• 1.2.2 Types of Observation
• 1.2.3 Prerequisites of Observation
• 1.2.4 Advantages of observations
• 1.2.5 Disadvantages of observations
• 1.2.6 Use of observation in business research
• 1.3.1 Importance of questionnaires
• 1.3.2 Types of Questionnaire
• 1.3.3 Advantages of Questionnaires
• 1.3.4 Disadvantages of Questionnaires
• 1.3.5 Preparation of an Effective Questionnaire
• 1.3.6 Difference between schedule and questionnaire
• 1.4.1 Assumptions of case study method
• 1.4.2 Advantages of Case Study Method
• 1.4.3 Disadvantages of Case Study Method
• 1.4.4 Case study as a method of business research

Interviewing is a very effective method of data collection. It is a systematic and objective conversation between an investigator and respondent for collecting relevant data for a specific research study. Along with conversation, learning about the gestures, facial expressions and environmental conditions of a respondent are also very important.

Generally, interview collects a wide range of data from factual demographic data to highly personal and intimate information relating to a person’s opinions, attitudes, values and beliefs, past experience and future intentions.

The interview method is very important in the collection of data from the respondent who is less educated or illiterate. Personal interview is more feasible when the area covered for survey is compact. Probing is a very important part of an interview.

Types of Interview

The following are the various types of interviews:

Structured or directive interview

In this type of interview, the investigator goes to the respondent with a detailed schedule. Some questions in same sequence are asked from all respondents.

Unstructured or non-directive interview

In this type of interview, the respondent is encouraged to give his honest opinion on a given topic without or with minimum help from others.

Focused interview

This is a semi-structured interview where the respondent shares the effect of the experience to the given conditions with the researcher or investigator. It is conducted with those respondents only who have prior experience of conditions given by the investigator.

Analysis of the attitude, emotional feelings for the situations under study is main purpose behind conducting these interviews. A set of fix questions may not be required in this interview but a relevant topic is required which is known to the respondent.

Clinical interview

While a focussed interview is concerned with effects of specific experience, clinical interviews are concerned with broad underlying feelings or motivations or the course of the individual’s life experiences with reference to the research study. It encourages the interviewee to share his experience freely.

Depth interview

To analyse or study the respondent’s emotions, opinions, etc., depth interviews are conducted. This kind of interview aims to collect intensive data about individuals, especially their opinions.

It is a lengthy process to get unbiased data from the respondent. Interviewers should avoid advising or showing this agreement. Instead, the investigator has to motivate the respondent to answer the questions.

Features of Interviews

The following are some of the features of interviews

• The interviewer and the respondent are the participants in any interview. They both are unknown to each other and so it is important for an interviewer to introduce himself first to the respondent.
• An interview has a beginning and a termination point in the relationship between the participants.
• Interview is not a mere casual conversational exchange. It has a specific purpose of collecting data which is relevant to the study.
• Interview is a mode of obtaining a verbal response to questions to put verbally. It is not always face to face.
• Success of interview depends on the interviewer and respondent and how they perceive each other.
• It is not a standardized process.

Essentials for an Effective Interview

The following are the requirements for a successful interview:

• Data availability : The respondent should have complete knowledge of the information required for specific study.
• Role perception : The interviewer and the respondent should be aware of their roles in the interview process. The respondent should be clear about the topic or questions which have to be answered by him. Similarly, it is the responsibility of the interviewer to make the respondent comfortable by introducing himself first. The investigator should not affect the interview situation through subjective attitude and argumentation.
• Respondent’s motivation : The respondent can hesitate to answer the questions. In this case, the approach and skills of the interviewer are very important as he has to motivate the respondent to answer or express himself.

Advantages of Interviews

The following are the advantages of the interview method:

• In-depth and detailed information is collected.
• The interviewer tries to improve the responses and quality of data received.
• He can control the conditions in favour of the research study.
• Interviews help in gathering supplementary information which can be helpful to the study.
• Interviews use special scoring devices, visuals and materials to improve the quality of data or information collected.
• Interviews use observation and probing by the interviewer to see the accuracy and dependability of given data by the respondent.
• Interviews are flexible in nature.

Disadvantages of Interviews

The following are the disadvantages of interviews:

• Interviews consume more time and cost.
• The respondent’s responses can be affected by the way the interviewer asks the questions.
• The respondent may refuse to answer some personal questions which are relevant to the study.
• Recording and coding of data during the interview process may sometimes be difficult for the interviewer.
• The interviewer may not have good communication or interactive skills.

Interview Process

The following are the stages in an interview process:

Preparation

The interviewer needs to make certain preparations to make an interview successful. The interviewer should keep all the copies of the schedule or guide ready. They need to prepare the lists of respondents with their addresses, contact number and meeting time.

They should prepare themselves with all the approaches and skills required to conduct an interview. They should prepare themselves to face all adverse situations during the interview. If the interviewer is not doing such planning, they can fail to collect the right information from respondent.

Introduction

The interviewer is not known to the respondent. Therefore, the interviewer must introduce himself first to every respondent. In the introduction, the interviewer should tell about himself, his organization details and the purpose of his visit.

If the interviewer knows someone who the respondent is familiar with, then he can use that person’s reference to make the respondent more comfortable. The following are some steps which help in motivating the respondent:

• The interviewer should introduce himself with a smiling face and always greet the respondent.
• He should identify and call the respondent by name.
• He must describe how the respondent is selected.
• He should explain the purpose and usefulness of the study.
• He should focus on the value of the respondent’s cooperation.

Developing report

It is important for an interviewer to develop a rapport with the respondent before starting the interview. By doing this, a cordial relationship is established between them. It helps the interviewer understand the inherent nature of the respondent which helps in building a rapport and the discussion can be started with some general topic or with the help of a person who is commonly known to both of them.

Carrying the interview forward

After establishing a rapport, the skills of the interviewer are required to carry the interview forward. The following are some guidelines that should be followed:

• Start the interview in an informal and natural manner.
• Ask all the questions in the same sequence as in the schedule.
• Do not take an answer for granted. It is not necessary that an interviewee will know all answers or will give all answers. The interviewer has to create interest for answering questions.
• The objective of the question should be known to the interviewer to ensure that the correct information is collected for research study.
• Explain the question if it has not been understood properly by the respondent.
• Listen to the respondent carefully with patience.
• Never argue with the respondent.
• Show your concern and interest in the information given by the respondent.
• Do not express your own opinion for answers of any question in the schedule.
• Continue to motivate the respondent.
• If the respondent is unable to frame the right answer, the interviewer should help him by providing alternate questions.
• Ensure that the conversation does not go off track.
• If the respondent is unable to answer a particular question due to some reasons, drop the question at that moment. This question can be asked indirectly later on.

Recording the interview

Responses should be recorded in the same sequence as they are given by the respondent. The response should be recorded at the same time as it is generated. It may be very difficult to remember all the responses later for recording them.

Recording can be done in writing but there may be some problems if the writing skills of an interviewer are not good. Hence, the use of electronic devices like tape recorders can help in this purpose. The interviewer should also record all his probes and other comments on the schedule, but they should be in brackets to ensure that they are set off from response.

Closing the interview

After the interview is over, the interviewer must thank the respondent for his cooperation. He must collect all the papers before leaving the respondent. If the respondent wants to know the result of the survey, the interviewer must ensure that the results are mailed to him when they are ready.

At the end, the interviewer must edit the schedule to check that all the questions have been asked and recorded. Also, abbreviations in recording should be replaced by full words.

Problems Faced in an Interview

The following are some of the main problems faced in an interview:

Inadequate response

Kahn and Cannel laid down five principal symptoms of inadequate response. They are given as follows:

• Partial response in which the respondent gives a relevant but incomplete answer.
• Non-response in which the respondent remains silent or refuses to answer the questions.
• Irrelevant response in which the respondent’s answer is not relevant to the question asked.
• Inaccurate response in which the reply is biased.
• Verbalized response problem which arises because of the respondent’s failure to understand the question.

Interviewer’s biasness, refusal, incapability to understand questions

An interviewer can affect the performance of an interview with his own responses and suggestions. Such biasing factors can never be overcome fully, but their effect can be reduced by training and development techniques.

Non response

Some respondents out of the total respondents fail to respond to the schedule. The reasons for this non response can be non availability, refusal, incapability to understand questions, etc.

Non availability

Some respondents are not available at their places at the time of call. This could be because of odd timings or working hours.

Some respondents refuse to answer the questions. There can be many reasons for this, such as language, odd hours, sickness, no interest in such studies, etc.

Inaccessibility

Some respondents can be inaccessible because of various reasons such as migration, touring job, etc.

Observation can be defined as viewing or seeing. Observation means specific viewing with the purpose of gathering the data for a specific research study. Observation is a classical method of scientific study. It is very important in any research study as it is an effective method for data collection.

Characteristics of Observation Method

The following are the characteristics of the observation method of data collection:

• Physical and mental activity : Eyes observe so many things in our surroundings but our focus or attention is only on data which is relevant to research study.
• Observation is selective : It is very difficult for a researcher to observe everything in his surroundings. He only observes the data which is purposive for his research study and meets with the scope of his study. The researcher ignores all the data which is not relevant to the study.
• Observation is purposive and not casual : Observation is purposive as it is relevant to a particular study. The purpose of observation is to collect data for the research study. It focusses on human behaviour which occurs in a social phenomenon. It analyses the relationship of different variables in a specific context.
• Accuracy and standardization : Observation of pertinent data should be accurate and standardized for its applications.

Types of Observation

Different concepts define the classification of observations.

With respect to an investigator’s role, observation may be:

Participant observation

Non-participant observation

With respect to the method of observation, it can be classified into the following:

Direct observation

Indirect observation

With reference to the control on the system to be observed, observation can be classified into the following:

Controlled observation

Uncontrolled observation

In participant type of observation, the observer is an active participant of the group or process. He participates as well as observes as a part of a phenomenon;

For example, to study the behaviour of management students towards studying and understanding marketing management, the observer or researcher has to participate in the discussion with students without telling them about the observation or purpose. When respondents are unaware of observations, then only their natural interest can be studied.

In non-participant observation, the observer does not participate in the group process. He acknowledges the behaviour of the group without telling the respondents. It requires a lot of skills to record observations in an unnoticeable manner.

In direct observation, the observer and researcher personally observe all the happenings of a process or an event when the event is happening. In this method, the observer records all the relevant aspects of an event which are necessary for study.

He is free to change the locations and focus of the observation. One major limitation of the method is that the observer may not be able to cover all relevant events when they are happening.

Physical presence of an observer is not required and recording is done with the help of mechanical, photographic or electronic devices;

For example, close circuit TV (CCTV) cameras are used in many showrooms to observe the behaviour of customers. It provides a permanent record for an analysis of different aspects of the event.

All observations are done under pre-specified conditions over extrinsic and intrinsic variables by adopting experimental design and systematically recording observations. Controlled observations are carried out either in the laboratory or the field.

There is no control over extrinsic and intrinsic variables. It is mainly used for descriptive research. Participant observation is a typical uncontrolled one.

Prerequisites of Observation

The following are the prerequisites of observation:

• The conditions of observation must provide accurate results. An observer should be in a position to observe the object clearly.
• The right number of respondents should be selected as the sample size for the observation to produce the desired results.
• Accurate and complete recording of an event.
• If it is possible, two separate observers and sets of instruments can be used in all or some observations. Then the result can be compared to measure accuracy and completeness.

Advantages of observations

The following are the advantages of observations:

• It ensures the study of behaviour in accordance with the occurrence of events. The observer does not ask anything from the representatives, he just watches the doing and saying of the sample.
• The data collected by observation defines the observed phenomenon as they occur in their natural settings.
• When an object is not able to define the meaning of its behaviour, observation is best method for analysis; for example, animals, birds and children.
• Observation covers the entire happenings of an event.
• Observation is less biased as compared to questioning.
• It is easier to conduct disguised observation studies as opposed to disguised questioning.
• The use of mechanical devices can generate accurate results.

Disadvantages of observations

The following are the limitations of observation:

• Past studies and events are of no use to observation. For these events and study, one has to go through narrations, people and documents.
• It is difficult to understand attitudes with the help of observation.
• Observations cannot be performed by the choice of the observer. He has to wait for an event to occur.
• It is difficult to predict when and where the event will occur. Thus, it may not be possible for an observer to reach in every event.
• Observation requires more time and money.

Use of observation in business research

Observation is very useful in the following business research purposes:

• Buying behaviour of customer, lifestyles, customs, interpersonal relations, group dynamics, leadership styles, managerial style and actions.
• Physical characteristics of inanimate things like houses, factories, stores, etc.
• Movements in a production plant.
• Flow of traffic, crowd and parking on road.

Primary data can be collected with the help of emails and surveys. The respondents receive the questionnaires from the researcher and are asked to fill them completely and return them to the researcher. It can be performed only when the respondents are educated.

The mail questionnaire should be simple and easy to understand so that the respondents can answer all questions easily. In mail questionnaires, all the answers have to be given and recorded by the respondents and not by the researcher or investigator, as in the case of the personal interview method. There is no face-to-face interaction between the investigator and respondent and so the respondent is free to give answers of his own choice.

Importance of questionnaires

A questionnaire is a very effective method as well as research tool in any research study. It ensures the collection of a diversified and wide range of scientific data to complete the research objectives. The questionnaire provides all the inputs in the form of relevant data to all statistical methods used in a research study.

Types of Questionnaire

The following are the various categories of questionnaires:

• Structured or standard questionnaire Structured or standard questionnaires contain predefined questions in order to collect the required data for research study. These questions are the same for all the respondents. Questions are in the same language and in the same order for all the respondents.
• Unstructured questionnaire In unstructured questionnaires, the respondent has the freedom

Process of Data Collection

The researcher prepares the mailing list by collecting the addresses of all the respondents with the help of primary and secondary sources of data. A covering letter must accompany every questionnaire, indicating the purpose and importance of the research and importance of cooperation of the respondent for the success of the research study.

Advantages of Questionnaires

The following are the advantages of questionnaires:

• Wide reach and extensive coverage
• Easy to contact the person who is busy
• Respondent’s convenience in completion of questionnaire
• More impersonal, provides more anonymity
• No interviewer’s biasness

Disadvantages of Questionnaires

The following are the disadvantages of questionnaires:

• Low response by respondent
• Low scope in many societies where literary level is low
• More time requirement

Preparation of an Effective Questionnaire

While preparing a questionnaire, the researcher must focus on some key parameters to prepare it. These key parameters are as follows:

• Proper use of open and close probe
• Proper sequence of questions
• Use of simple language
• Asking no personal question in which the respondent is hesitating to answer
• Should not be time consuming
• Use of control questions indicating reliability of the respondent

Collecting Data through Schedule

This method is very similar to the collection of data through questionnaires. The only difference is that in schedule, enumerators are appointed. These enumerators go to the respondents, ask the stated questions in the same sequence as the schedule and record the reply of respondents.

Schedules may be given to the respondents and the enumerators should help them solve the problems faced while answering the question in the given schedule. Thus, enumerator selection is very important in data collection through schedules.

Difference between schedule and questionnaire

Both questionnaire and schedule are popular methods of data collection. The following are the main differences between questionnaire and schedule:

• A questionnaire is generally sent to the respondents through mail, but in case of schedule, it is sent through enumerators.
• Questionnaires are relatively cheaper mediums of data collection as compared to schedules. In the case of questionnaires, the cost is incurred in preparing it and mailing it to respondent, while in schedule, more money is required for hiring enumerators, training them and incurring their field expenses.
• The response rate in questionnaires is low as many people return it without filling. On the other hand, the response rate in schedules is high because they are filled by enumerators.
• In collecting data through questionnaires, the identity of the respondent may not be known, but this is not the case when it comes to schedules.
• Data collection through questionnaires requires a lot of time, which is comparatively very less in case of schedules.
• Generally, there is no personal contact in case of questionnaires, but in schedules, personal contact is always there.
• The literacy level of the respondent is very important while filling questionnaires, but in schedules, the literacy level of the respondent is not a major concern as the responses have to be recorded by enumerators.
• Wider distribution of questionnaires is possible but this is difficult with schedules.
• There is less accuracy and completeness of responses in questionnaires as compared to schedules.
• The success of questionnaires depends on the quality of questions but success of a schedule depends on the enumerators.
• The physical appearance of questionnaire matters a lot, which is less important in case of schedules.
• Observation method cannot be used along with questionnaires but it can be used along with schedule.

We explore and analyse the life of a social chapter or entity, whether it be a family, a person, an institution or a community, with the help of a case study. The purpose of case study method is to identify the factors and reasons that account for particular behaviour patterns of a sample chapter and its association with other social or environmental factors.

Generally social researchers use case study method to understand the complex social phenomenon and to identify the factors related to this phenomenon.

Case study provides the clues and ideas to a researcher for further research study. By adopting case study method, a researcher gets to know about happenings in the past, which could be related to the research studies and analyse the problem with better perspectives.

Assumptions of case study method

The assumptions made in a case study method are as follows:

• Case study depends on the imagination of the investigator who is analysing the case study. The investigator makes up his procedure as he goes along.
• History related to the case is complete and as coherent as it could be.
• It is advisable to supplement the case data by observational, statistical and historical data, since these provide standards for assessing the reliability and consistency of the case material.
• Efforts should be made to ascertain the reliability of life history data by examining the internal consistency of the material.
• A judicious combination of techniques of data collection is a prerequisite for securing data that is culturally meaningful and scientifically significant.

Advantages of Case Study Method

Key advantages of the case study method are as follows:

• Provides the basis for understanding complex social phenomenon and all related factors affecting the social phenomenon.
• Provides clues and ideas for exploratory research. When the researcher is not able to get a fair idea about the research, past happenings mentioned in a case study help the researcher get clues and ideas.
• Case study helps in generating objectives for exploratory research.
• It suggests the new courses of inquiry.
• Case study helps in formulating research hypothesis.

Disadvantages of Case Study Method

Some important disadvantages of case study method are as follows:

• Reliability : Data collected through case study may not be reliable or it can be difficult to verify the reliability of data in the current scenario.
• Adequacy : Data collected through case studies may not be adequate for research work as data is not pertinent to the research conditions.
• Representative : Data presented by case studies represents the happenings with unknown circumstances to a researcher. Hence, it cannot be the true representation of events to a researcher.

Case study as a method of business research

A detailed case study helps the researcher identify the reasons behind business related problems. As it can be possible that that particular incident has happened in past, so the current issues can be sorted out, by referring to the same case.

In depth analysis of selected cases is of particular value to business research when a complex set of variables may be at work in generating observed results and intensive study is needed to unravel the complexities.

The exploratory investigator should have an active curiosity and willingness to deviate from the initial plan, when the finding suggests a new course of enquiry, which might prove more productive. With the help of case study method, the risk can be minimized in any decision-making process.

Business Ethics

( Click on Topic to Read )

• What is Ethics?
• What is Business Ethics?
• Values, Norms, Beliefs and Standards in Business Ethics
• Indian Ethos in Management
• Ethical Issues in Marketing
• Ethical Issues in HRM
• Ethical Issues in IT
• Ethical Issues in Production and Operations Management
• Ethical Issues in Finance and Accounting
• What is Corporate Governance?
• What is Ownership Concentration?
• What is Ownership Composition?
• Types of Companies in India
• Internal Corporate Governance
• External Corporate Governance
• Corporate Governance in India
• What is Enterprise Risk Management (ERM)?
• What is Assessment of Risk?
• What is Risk Register?
• Risk Management Committee

Corporate social responsibility (CSR)

• Theories of CSR
• Arguments Against CSR
• Business Case for CSR
• Importance of CSR in India
• Drivers of Corporate Social Responsibility
• Developing a CSR Strategy
• Implement CSR Commitments
• CSR Marketplace
• CSR at Workplace
• Environmental CSR
• CSR with Communities and in Supply Chain
• Community Interventions
• CSR Monitoring
• CSR Reporting
• Voluntary Codes in CSR
• What is Corporate Ethics?

Lean Six Sigma

• What is Six Sigma?
• What is Lean Six Sigma?
• Value and Waste in Lean Six Sigma
• Six Sigma Team
• MAIC Six Sigma
• Six Sigma in Supply Chains
• What is Binomial, Poisson, Normal Distribution?
• What is Sigma Level?
• What is DMAIC in Six Sigma?
• What is DMADV in Six Sigma?
• Six Sigma Project Charter
• Project Decomposition in Six Sigma
• Critical to Quality (CTQ) Six Sigma
• Process Mapping Six Sigma
• Flowchart and SIPOC
• Gage Repeatability and Reproducibility
• Statistical Diagram
• Lean Techniques for Optimisation Flow
• Failure Modes and Effects Analysis (FMEA)
• What is Process Audits?
• Six Sigma Implementation at Ford
• IBM Uses Six Sigma to Drive Behaviour Change
• Research Methodology
• What is Research?

What is Hypothesis?

• Sampling Method

Data Collection in Research

• Methods of Collecting Data

Application of Business Research

• Levels of Measurement
• What is Sampling?

Hypothesis Testing

• Research Report
• What is Management?
• Planning in Management
• Decision Making in Management
• What is Controlling?
• What is Coordination?
• What is Staffing?
• Organization Structure
• What is Departmentation?
• Span of Control
• What is Authority?
• Centralization vs Decentralization
• Organizing in Management
• Schools of Management Thought
• Classical Management Approach
• Is Management an Art or Science?
• Who is a Manager?

Operations Research

• What is Operations Research?
• Operation Research Models
• Linear Programming
• Linear Programming Graphic Solution
• Linear Programming Simplex Method
• Linear Programming Artificial Variable Technique
• Duality in Linear Programming
• Transportation Problem Initial Basic Feasible Solution
• Transportation Problem Finding Optimal Solution
• Project Network Analysis with Critical Path Method
• Project Network Analysis Methods
• Project Evaluation and Review Technique (PERT)
• Simulation in Operation Research
• Replacement Models in Operation Research

Operation Management

• What is Strategy?
• What is Operations Strategy?
• Operations Competitive Dimensions
• Operations Strategy Formulation Process
• What is Strategic Fit?
• Strategic Design Process
• Focused Operations Strategy
• Corporate Level Strategy
• Expansion Strategies
• Stability Strategies
• Retrenchment Strategies
• Competitive Advantage
• Strategic Choice and Strategic Alternatives
• What is Production Process?
• What is Process Technology?
• What is Process Improvement?
• Strategic Capacity Management
• Production and Logistics Strategy
• Taxonomy of Supply Chain Strategies
• Factors Considered in Supply Chain Planning
• Operational and Strategic Issues in Global Logistics
• Logistics Outsourcing Strategy
• What is Supply Chain Mapping?
• Supply Chain Process Restructuring
• Points of Differentiation
• Re-engineering Improvement in SCM
• What is Supply Chain Drivers?
• Supply Chain Operations Reference (SCOR) Model
• Customer Service and Cost Trade Off
• Internal and External Performance Measures
• Linking Supply Chain and Business Performance
• Netflix’s Niche Focused Strategy
• Disney and Pixar Merger
• Process Planning at Mcdonald’s

Service Operations Management

• What is Service?
• What is Service Operations Management?
• What is Service Design?
• Service Design Process
• Service Delivery
• What is Service Quality?
• Gap Model of Service Quality
• Juran Trilogy
• Service Performance Measurement
• Service Decoupling
• IT Service Operation
• Service Operations Management in Different Sector

Procurement Management

• What is Procurement Management?
• Procurement Negotiation
• Types of Requisition
• RFX in Procurement
• What is Purchasing Cycle?
• Vendor Managed Inventory
• Internal Conflict During Purchasing Operation
• Spend Analysis in Procurement
• Sourcing in Procurement
• Supplier Evaluation and Selection in Procurement
• Blacklisting of Suppliers in Procurement
• Total Cost of Ownership in Procurement
• Incoterms in Procurement
• Documents Used in International Procurement
• Transportation and Logistics Strategy
• What is Capital Equipment?
• Procurement Process of Capital Equipment
• Acquisition of Technology in Procurement
• What is E-Procurement?
• E-marketplace and Online Catalogues
• Fixed Price and Cost Reimbursement Contracts
• Contract Cancellation in Procurement
• Ethics in Procurement
• Legal Aspects of Procurement
• Global Sourcing in Procurement
• Intermediaries and Countertrade in Procurement

Strategic Management

• What is Strategic Management?
• What is Value Chain Analysis?
• Mission Statement
• Business Level Strategy
• What is SWOT Analysis?
• What is Competitive Advantage?
• What is Vision?
• What is Ansoff Matrix?
• Prahalad and Gary Hammel
• Strategic Management In Global Environment
• Competitor Analysis Framework
• Competitive Rivalry Analysis
• Competitive Dynamics
• What is Competitive Rivalry?
• Five Competitive Forces That Shape Strategy
• What is PESTLE Analysis?
• Fragmentation and Consolidation Of Industries
• What is Technology Life Cycle?
• What is Diversification Strategy?
• What is Corporate Restructuring Strategy?
• Resources and Capabilities of Organization
• Role of Leaders In Functional-Level Strategic Management
• Functional Structure In Functional Level Strategy Formulation
• Information And Control System
• What is Strategy Gap Analysis?
• Issues In Strategy Implementation
• Matrix Organizational Structure
• What is Strategic Management Process?

Supply Chain

• What is Supply Chain Management?
• Supply Chain Planning and Measuring Strategy Performance
• What is Warehousing?
• What is Packaging?
• What is Inventory Management?
• What is Material Handling?
• What is Order Picking?
• Receiving and Dispatch, Processes
• What is Warehouse Design?
• What is Warehousing Costs?

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