Walking the Razor’s Edge: Risks and Rewards for Students and Faculty adopting Case in Point Teaching and Learning Approaches

Abstract

Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and student concerns become catalysts for learning. CIP proponents defend the method's potential to help students experience real life leadership challenges. To date, however, very limited research exists on the effectiveness and risks of the CIP. This case study research explored the risks and rewards of CIP as experienced by a professor and her students in two courses. The first case was a graduate course at a liberal arts college. The second case was an undergraduate course at a large public institution. Results revealed considerable variability in student experiences. Students in the graduate course were divided. While some strongly supported the instructor and the CIP method, others felt alienated and lost. Students in the undergraduate course clearly enjoyed the experience, dealing well with uncertainties and frustrations and forging strong bonds among each other and with the professor. CIP instructors, therefore, may need to manage an uneven environment. Risks include student frustration, increased conflict, and instructor exhaustion. Rewards include helping students experience leadership challenges and creating a close to real life environment. Instructors are urged to consider the ethical implications of CIP and to seek university and peer support.

Cautions and limitations of emergent pedagogies in leadership development

“…Moreover, even looking before the global impacts of the pandemic, in a 2017 publication by the Varkey Foundation, only about 30% of Gen Z reported having good overall emotional well‐being, and only 17% reported having good overall physical well‐being (Broadbent et al., 2017). Furthermore, this issue does not exist alone with Gen Z, as previous scholars have identified ambiguity and uncertainty as a source of risk and heat (Weng & Hubbard, 2022; Wildermuth et al., 2015).…”

“…In a space where heat comes first over positive student interaction, we may begin to receive more criticism, oftentimes by way of critiquing the method or choice of method, rather than praise or gratitude. This can be further complicated when using emergent pedagogy in educational or organizational contexts where there may be a lack of institutional support in the first place (Wildermuth et al., 2015). The lack of support at the organizational level further reduces the support instructors have in the delivery process.…”

“…As Wildermuth et al. (2015) indicated, oftentimes there is a lack of understanding around what employing these pedagogies entails and complexity in navigating the negative feedback from students through this process both in the form of complaints or lower‐scored course evaluations. Practically, it can be helpful for instructors to preemptively disclose the potential friction that may be forthcoming.…”

Understanding the Impact of Case-in-Point Courses in Graduate Leadership Programs

“…There is limited empirical evidence demonstrating the benefit, effectiveness, or impact of the case-inpoint pedagogy for leadership development with the exception of descriptive texts published in the last two decades describing how organizations have used it (Green & McBride, 2015;Parks, 2005). Wildermuth et al (2015) examined the varied risks and rewards that students experienced when taking a course with case-in-point pedagogy but this research did not specifically examine the impact of the pedagogy on students. Haber-Curran et al's (2013) research on the experiences of undergraduates who took a course that partially utilized the pedagogy found in an analysis of students' course reflection papers that students' selfawareness increased and that they gained a broader view of leadership.…”

“…In other words, while empirical studies on the use of case-in-point have not explicitly examined CIP as a pedagogical practice, aspects of the pedagogy have been reported on that show changes in behaviors, and engagement. This research has suggested that additional skills could be developed and that it holds promise for supporting leadership development (Kniffin et al, 2017;Werner et al, 2016;Wildermuth et al, 2015).…”