Instructors’ understanding, practices, and issues regarding the use of the case method in higher education

Abstract

ABSTRACT The case method (CM) is a powerful instructional tool for promoting active learning and has been encouraged by a number of universities and the Ministry of Education, Culture, Sports, Science and Technology in Japan. In this context, the current research examined Japanese university instructors’ understanding of this method, their practices in using it, and the issues facing them. It is important to understand these factors because instructors play a pivotal role in deciding whether and how to use the method. Nevertheless, their understanding and practices of the CM have not yet been widely studied. The current study addresses this research gap. We conducted a survey with 412 Japanese university instructors, and the responses were examined using content analysis. The findings revealed that the method is not well understood or is used improperly by the university instructors. Furthermore, issues that may prevent instructors from using the method were identified. We conclude with suggestions for addressing these issues by applying the theory of planned behaviour and call for future research to develop further insights into promoting the case method.