Connecting with Reality: Using Mini-Case Study Approach to Facilitate and Assess Student Learning

Abstract

Widely-documented evidence suggests that education in economics remains too abstract for real-world application and there are barriers to implementing the case study approach within curriculums. Real-world problem solving, however, is critical for business and policy-oriented learners studying law and economics. This teaching-as-research project reflects on the use of a mini-case study approach in an upper-level undergraduate and masters’ law and economics class. It focuses on the application of economic ideas in corporate law. During the course, students were assigned to read and analyze appropriate mini-cases, discuss them in class and during guest lectures, and answer related questions during exams. This article outlines the selection and design of mini-case studies for the class and discusses the challenges of implementing and assessing students’ learning outcomes. Analytical methods include qualitative observations and an evaluation of responses to exam questions. I reflect on active learning strategies used with mini-case studies, and on the classroom challenges presented by teaching students from diverse backgrounds.

Keywords: mini-case study, teaching-as-research, active learning strategies

JEL Classification: A1, A2