Explanation of case study requirements. Feedback has shown that students would like more details on what is expected from them in the case studies . level of independent research and, more specifically, sufficient information on how to write reports, give presentations and design and present posters. This is particularly important at the start of the course as for many students this may be a very different form of learning to what they were used to at school. For example, one student commented after a case study, 'A better brief for the poster would have limited the text content, and a clear aim for what needs to be included would have been helpful'. We have now compiled tips and suggestions for students in these areas, which will form part of our case studies support web-site.
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Using case studies in research differs from their use in teaching, where they are commonly called case methods and casebook methods . Teaching case studies have been a highly popular pedagogical format in many fields ranging from business education to science education. Harvard Business School has possibly been the most prominent developer and user of teaching case studies.   Business school faculty generally develop case studies with particular learning objectives in mind. Additional relevant documentation, such as financial statements, time-lines, and short biographies, often referred to in the case study as exhibits, and multimedia supplements (such as video-recordings of interviews with the case subject) often accompany the case studies. Similarly, teaching case studies have become increasingly popular in science education. The National Center for Case Studies in Teaching Science  has made a growing body of case studies available for classroom use, for university as well as secondary school coursework.  Nevertheless, the principles involved in doing case study research contrast with those involved in doing case studies for teaching. Teaching case studies need not adhere strictly to the use of evidence, as they can be manipulated to satisfy educational needs. The generalizations from teaching case studies also may relate to pedagogical issues rather than the substance of the case being studied.