case study examples for classroom management

Using Case Studies to Teach

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

• A decision-maker who is grappling with some question or problem that needs to be solved.
• A description of the problem’s context (a law, an industry, a family).
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: https://sites.psu.edu/pedagogicalpractices/case-studies/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the National Science Teaching Association.

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• Creating Effective Scenarios, Case Studies and Role Plays

Creating effective scenarios, case studies and role plays

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Scenarios, case studies and role plays are examples of active and collaborative teaching techniques that research confirms are effective for the deep learning needed for students to be able to remember and apply concepts once they have finished your course. See  Research Findings on University Teaching Methods .

Typically you would use case studies, scenarios and role plays for higher-level learning outcomes that require application, synthesis, and evaluation (see  Writing Outcomes or Learning Objectives ; scroll down to the table).

The point is to increase student interest and involvement, and have them practice application by making choices and receive feedback on them, and refine their understanding of concepts and practice in your discipline.

These types of activities provide the following research-based benefits: (Shaw, 3-5)

• They provide concrete examples of abstract concepts, facilitate the development through practice of analytical skills, procedural experience, and decision making skills through application of course concepts in real life situations. This can result in deep learning and the appreciation of differing perspectives.
• They can result in changed perspectives, increased empathy for others, greater insights into challenges faced by others, and increased civic engagement.
• They tend to increase student motivation and interest, as evidenced by increased rates of attendance, completion of assigned readings, and time spent on course work outside of class time.
• Studies show greater/longer retention of learned materials.
• The result is often better teacher/student relations and a more relaxed environment in which the natural exchange of ideas can take place. Students come to see the instructor in a more positive light.
• They often result in better understanding of complexity of situations. They provide a good forum for a large volume of orderly written analysis and discussion.

There are benefits for instructors as well, such as keeping things fresh and interesting in courses they teach repeatedly; providing good feedback on what students are getting and not getting; and helping in standing and promotion in institutions that value teaching and learning.

Outcomes and learning activity alignment

The learning activity should have a clear, specific skills and/or knowledge development purpose that is evident to both instructor and students. Students benefit from knowing the purpose of the exercise, learning outcomes it strives to achieve, and evaluation methods. The example shown in the table below is for a case study, but the focus on demonstration of what students will know and can do, and the alignment with appropriate learning activities to achieve those abilities applies to other learning activities.

(Smith, 18)

What’s the difference?

Scenarios are typically short and used to illustrate or apply one main concept. The point is to reinforce concepts and skills as they are taught by providing opportunity to apply them. Scenarios can also be more elaborate, with decision points and further scenario elaboration (multiple storylines), depending on responses. CETL has experience developing scenarios with multiple decision points and branching storylines with UNB faculty using PowerPoint and online educational software.

Case studies

Case studies are typically used to apply several problem-solving concepts and skills to a detailed situation with lots of supporting documentation and data. A case study is usually more complex and detailed than a scenario. It often involves a real-life, well documented situation and the students’ solutions are compared to what was done in the actual case. It generally includes dialogue, creates identification or empathy with the main characters, depending on the discipline. They are best if the situations are recent, relevant to students, have a problem or dilemma to solve, and involve principles that apply broadly.

Role plays can be short like scenarios or longer and more complex, like case studies, but without a lot of the documentation. The idea is to enable students to experience what it may be like to see a problem or issue from many different perspectives as they assume a role they may not typically take, and see others do the same.

Foundational considerations

Typically, scenarios, case studies and role plays should focus on real problems, appropriate to the discipline and course level.

They can be “well-structured” or “ill-structured”:

• Well-structured  case studies, problems and scenarios can be simple or complex or anything in-between, but they have an optimal solution and only relevant information is given, and it is usually labelled or otherwise easily identified.
• Ill-structured  case studies, problems and scenarios can also be simple or complex, although they tend to be complex. They have relevant and irrelevant information in them, and part of the student’s job is to decide what is relevant, how it is relevant, and to devise an evidence-based solution to the problem that is appropriate to the context and that can be defended by argumentation that draws upon the student’s knowledge of concepts in the discipline.

Well-structured problems would be used to demonstrate understanding and application. Higher learning levels of analysis, synthesis and evaluation are better demonstrated by ill-structured problems.

Scenarios, case studies and role plays can be  authentic  or  realistic :

• Authentic  scenarios are actual events that occurred, usually with personal details altered to maintain anonymity. Since the events actually happened, we know that solutions are grounded in reality, not a fictionalized or idealized or simplified situation. This makes them “low transference” in that, since we are dealing with the real world (although in a low-stakes, training situation, often with much more time to resolve the situation than in real life, and just the one thing to work on at a time), not much after-training adjustment to the real world is necessary.
• By contrast,  realistic  scenarios are often hypothetical situations that may combine aspects of several real-world events, but are artificial in that they are fictionalized and often contain ideal or simplified elements that exist differently in the real world, and some complications are missing. This often means they are easier to solve than real-life issues, and thus are “high transference” in that some after-training adjustment is necessary to deal with the vagaries and complexities of the real world.

Scenarios, case studies and role plays can be  high  or  low fidelity :

High vs. low fidelity:  Fidelity has to do with how much a scenario, case study or role play is like its corresponding real world situation. Simplified, well-structured scenarios or problems are most appropriate for beginners. These are low-fidelity, lacking a lot of the detail that must be struggled with in actual practice. As students gain experience and deeper knowledge, the level of complexity and correspondence to real-world situations can be increased until they can solve high fidelity, ill-structured problems and scenarios.

Further details for each

Scenarios can be used in a very wide range of learning and assessment activities. Use in class exercises, seminars, as a content presentation method, exam (e.g., tell students the exam will have four case studies and they have to choose two—this encourages deep studying). Scenarios help instructors reflect on what they are trying to achieve, and modify teaching practice.

For detailed working examples of all types, see pages 7 – 25 of the  Psychology Applied Learning Scenarios (PALS) pdf .

The contents of case studies should: (Norton, 6)

• Connect with students’ prior knowledge and help build on it.
• Be presented in a real world context that could plausibly be something they would do in the discipline as a practitioner (e.g., be “authentic”).
• Provide some structure and direction but not too much, since self-directed learning is the goal. They should contain sufficient detail to make the issues clear, but with enough things left not detailed that students have to make assumptions before proceeding (or explore assumptions to determine which are the best to make). “Be ambiguous enough to force them to provide additional factors that influence their approach” (Norton, 6).
• Should have sufficient cues to encourage students to search for explanations but not so many that a lot of time is spent separating relevant and irrelevant cues. Also, too many storyline changes create unnecessary complexity that makes it unnecessarily difficult to deal with.
• Be interesting and engaging and relevant but focus on the mundane, not the bizarre or exceptional (we want to develop skills that will typically be of use in the discipline, not for exceptional circumstances only). Students will relate to case studies more if the depicted situation connects to personal experiences they’ve had.
• Help students fill in knowledge gaps.

Role plays generally have three types of participants: players, observers, and facilitator(s). They also have three phases, as indicated below:

Briefing phase:  This stage provides the warm-up, explanations, and asks participants for input on role play scenario. The role play should be somewhat flexible and customizable to the audience. Good role descriptions are sufficiently detailed to let the average person assume the role but not so detailed that there are so many things to remember that it becomes cumbersome. After role assignments, let participants chat a bit about the scenarios and their roles and ask questions. In assigning roles, consider avoiding having visible minorities playing “bad guy” roles. Ensure everyone is comfortable in their role; encourage students to play it up and even overact their role in order to make the point.

Play phase:  The facilitator makes seating arrangements (for players and observers), sets up props, arranges any tech support necessary, and does a short introduction. Players play roles, and the facilitator keeps things running smoothly by interjecting directions, descriptions, comments, and encouraging the participation of all roles until players keep things moving without intervention, then withdraws. The facilitator provides a conclusion if one does not arise naturally from the interaction.

Debriefing phase:  Role players talk about their experience to the class, facilitated by the instructor or appointee who draws out the main points. All players should describe how they felt and receive feedback from students and the instructor. If the role play involved heated interaction, the debriefing must reconcile any harsh feelings that may otherwise persist due to the exercise.

Five Cs of role playing  (AOM, 3)

Control:  Role plays often take on a life of their own that moves them in directions other than those intended. Rehearse in your mind a few possible ways this could happen and prepare possible intervention strategies. Perhaps for the first role play you can play a minor role to give you and “in” to exert some control if needed. Once the class has done a few role plays, getting off track becomes less likely. Be sensitive to the possibility that students from different cultures may respond in unforeseen ways to role plays. Perhaps ask students from diverse backgrounds privately in advance for advice on such matters. Perhaps some of these students can assist you as co-moderators or observers.

Controversy:  Explain to students that they need to prepare for situations that may provoke them or upset them, and they need to keep their cool and think. Reiterate the learning goals and explain that using this method is worth using because it draws in students more deeply and helps them to feel, not just think, which makes the learning more memorable and more likely to be accessible later. Set up a “safety code word” that students may use at any time to stop the role play and take a break.

Command of details:  Students who are more deeply involved may have many more detailed and persistent questions which will require that you have a lot of additional detail about the situation and characters. They may also question the value of role plays as a teaching method, so be prepared with pithy explanations.

Can you help?  Students may be concerned about how their acting will affect their grade, and want assistance in determining how to play their assigned character and need time to get into their role. Tell them they will not be marked on their acting. Say there is no single correct way to play a character. Prepare for slow starts, gaps in the action, and awkward moments. If someone really doesn’t want to take a role, let them participate by other means—as a recorder, moderator, technical support, observer, props…

Considered reflection:  Reflection and discussion are the main ways of learning from role plays. Players should reflect on what they felt, perceived, and learned from the session. Review the key events of the role play and consider what people would do differently and why. Include reflections of observers. Facilitate the discussion, but don’t impose your opinions, and play a neutral, background role. Be prepared to start with some of your own feedback if discussion is slow to start.

An engineering role play adaptation

Boundary objects (e.g., storyboards) have been used in engineering and computer science design projects to facilitate collaboration between specialists from different disciplines (Diaz, 6-80). In one instance, role play was used in a collaborative design workshop as a way of making computer scientist or engineering students play project roles they are not accustomed to thinking about, such as project manager, designer, user design specialist, etc. (Diaz 6-81).

References:

Academy of Management. (Undated).  Developing a Role playing Case Study as a Teaching Tool. 

Diaz, L., Reunanen, M., & Salimi, A. (2009, August).  Role Playing and Collaborative Scenario Design Development. Paper presented at the International Conference of Engineering Design, Stanford University, California.

Norton, L. (2004).  Psychology Applied Learning Scenarios (PALS): A practical introduction to problem-based learning using vignettes for psychology lecturers .  Liverpool Hope University College. 

Shaw, C. M. (2010). Designing and Using Simulations and Role-Play Exercises in  The International Studies Encyclopedia,  eISBN: 9781444336597

Smith, A. R. & Evanstone, A. (Undated).  Writing Effective Case Studies in the Sciences: Backward Design and Global Learning Outcomes.  Institute for Biological Education, University of Wisconsin-Madison. 

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Mini Case 1: Case Study Learning in the Classroom

MSC began by producing and piloting case studies in classrooms around the University of Michigan campus. One early adopter, Professor Jeremiah Johnson at the School of Natural Resources and Environment, developed two of MSC’s first case studies with students from his class. The narrative that follows describes the learning and assessment that took place with those cases, as Professor Johnson attempts to answer the question “Can student work promote classroom learning for other students and contribute to faculty scholarship?”

Professor Jeremiah Johnson clicked “Save” on the syllabus for his Winter 2016 class, NRE 615: Renewable Electricity and the Grid. He hesitated a moment before closing the document, reflecting on the adjustments he had just made to the course. As with most faculty, the bread and butter of his courses was lectures. Lately, though, he had begun to feel dissatisfied with relying so heavily on this one teaching method. The problem with lectures, as he saw it, was that it encouraged far too much passivity among students. What he really wanted was for them to be engaged in the learning process, to take a more active role in both acquiring and creating knowledge. He wasn’t entirely sure how to do this, but he had just signed his name onto a proposal for the Transforming Learning for a Third Century (TLTC) initiative in which the faculty of the school were throwing their weight behind an effort to create case studies for sustainability education. The initiators of the proposal had chosen case studies because they have been shown to enhance student learning (Srinivasan et al., 2007; Herreid, 2011). In the spirit of the proposal, Professor Johnson planned to have his students create their own case studies as the major project for the course. Running such experiments in the classroom was always risky, he knew. Would the students understand the assignment and be able to deliver suitably high-quality work? Would the assignment enhance their learning and motivate them to be more active learners? Or, would their distaste for the assignment result in poor course evaluations for him? And lastly, could he use the students’ case studies in future semesters to promote classroom learning while contributing to his own scholarship?

It was April, and the end of the academic year was finally near. Professor Johnson settled into a rotating seat in the auditorium-style classroom, pen and rubric in hand. This week, the students were giving presentations about the case studies they had been working on all semester. Based on the written work the students had turned in, they had risen to the occasion with some truly excellent case studies. Several representatives from MSC had also joined class to scout for the best ideas to potentially fund and develop into complete, multimedia-enriched cases. Professor Johnson knew which groups he would recommend, and he was curious to see if the MSC representatives agreed with him. Later that month, Professor Johnson found himself in MSC’s first curricular advisors meeting, reviewing proposals with other faculty from around campus. The room buzzed with excited energy as the advisors sorted the proposals by theme, location, and competencies addressed, seeking diversity for a future case library. By the end of the two-hour meeting, 27 proposals had been accepted and would become the very first MSCs, including two proposals from his students in NRE 615. Professor Johnson was especially interested in these case studies because they fit well into his existing syllabus, and he could use them to teach future students. And, having the students write the case studies based on their classroom work seemed to be an efficient way of creating new teaching materials. He hoped the student case authors would get as much out of the process as he was getting in new teaching materials. He thought they would, based on what he knew about the research on the benefits of project-based learning (Wiek et al., 2014).

Summer came and went far too quickly. The student case authors had put in a lot of work over the past few months to transform their classroom assignments into complete case studies. One of the case studies, “ Distributed Energy Storage ” (Kraus et al., 2016), about an innovative partnership between Tesla and a small electric utility in Vermont called Green Mountain Power, was slightly further along in the production process and would likely finish soon. The team had worked especially quickly given that they had chosen to do the majority of the podcast production themselves. Most teams that Professor Johnson knew of worked with MSC to conceptualize the podcast and conduct interviews, and MSC provided the production and engineering. One of the student case authors, Andrea Kraus, had some experience in audio production, and she was using this opportunity to flex and strengthen her media muscles. The podcast was shaping up to be an excellent addition to the case study, both as a complementary mode of learning (Serva & Fuller, 2004) and as a connection to the practitioner for the case, Josh Castonguay of Green Mountain Power. Mr. Castonguay had been able to provide an insider’s perspective on the partnership Green Mountain Power had undertaken, and as a result the case study linked theory to practice in a way that a textbook could not. Professor Johnson had high hopes for the positive impact the case would have on his teaching when he piloted it next Winter term. However, he still had to decide how to assess the impact of the case on the students’ learning. How could he get useful feedback in a way that would also help build his own scholarly portfolio?

Resolution: In January 2017, Professor Johnson launched “Distributed Energy Storage” in NRE 615 by giving his students a quiz. He had a keen interest in assessing the case, or, in other words, finding out whether using the case study produced positive student learning outcomes. Although MSC was rapidly developing its own set of assessment tools for its cases, Professor Johnson had a solid idea of the approach he wanted to take, so he had ventured out on his own and was now passing out content-related questions about the case. The students would see these same questions on the final exam in April, and he planned to compare scores between the two tests. Professor Johnson was also looking forward to the annual meeting for the Association of Environmental Engineering and Science Professors (AEESP) that, conveniently, would be held in Ann Arbor in June. He was already preparing his abstract, certain that his results would interest other environmental engineering professors looking to improve their own teaching.

At the conference that summer, a sizable crowd gathered to hear Professor Johnson’s talk about his experience using “Distributed Energy Storage.” Although many of the audience members were passionate about teaching, he was unsure how many were using case studies. He knew that case studies, although they had some research supporting their efficacy (e.g., Anderson et al., 2017; Dochy et al., 2003; Dori et al., 2003), were not universally loved. Many instructors believed that case studies were an inferior method of teaching course-related content, for example. Often, appropriate case studies were unavailable, requiring an instructor to create his or her own case study from the ground up, which consumed precious time. Faculty were also used to lecturing and often not trained in facilitating the kinds of classroom discussions associated with case studies (https://www.hbs.edu/teaching/case-method/Pages/default.aspx). MSC aimed to overcome some of these barriers with its case library and teaching workshops, but changing habits and minds would take time.

Professor Johnson’s assessment results were encouraging: Most students showed improvement from pre- to post-test, including international and first-generation college students. His class comprised students primarily from three different schools: Engineering, Business, and SEAS. Interestingly, the Engineering students showed the largest score gains, followed by the SEAS and Business students (Figure 1). Overall, Professor Johnson told the audience, he had observed great value in having students write a teaching case. He also found that supplementing lectures with cases helped to tie disparate concepts together for the students. 

The audience clapped enthusiastically after Professor Johnson concluded his presentation. A barrage of questions followed, so many that the moderator had to end the discussion to let the next speaker take the podium. Professor Johnson returned to his seat, beaming. He wasn’t sure how many converts to case-based teaching he had made, but he suspected it was at least a few. The case studies had, in the end, been a successful experiment in co-production, and he intended to use the student-produced material in his class for a long time to come.

Figure 1. Average number of questions answered correctly by students on the pre- and post-tests, out of a maximum of five. Error bars show the standard error. Three questions covered material from “Distributed Energy Storage,” and two covered material from an additional case study used in the class, “A Radioactive Decision” (Szczepanik et al., 2017). Dual-degree students were counted in both of their programs. Data are credited to Jeremiah Johnson. At the time of data collection, the School for Environment and Sustainability (SEAS) was known as the School of Natural Resources and Environment (SNRE), though the label SEAS is retained in this figure for simplicity. 

Back to The Michigan Sustainability Cases Initiative

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How Novice and Expert Teachers Approach Classroom Management Differently

A 2021 study reveals the ways in which new and experienced teachers think about discipline—plus 6 takeaways for managing your classroom effectively this year.

Good classroom management is mostly invisible. While outbursts and disruptions are inevitable in the course of an academic year, they can be kept to a minimum by employing subtle techniques that work behind the scenes to create a positive classroom culture. 

Understandably, there’s a significant gap between how novice and expert teachers approach classroom management—one that can take years of experience and training to fill, according to a new study . And while there’s no replacement for spending time in the classroom, an awareness of the right strategies, and the right mindsets, can put new teachers on the fast track to adopting tactics that work but might feel counterintuitive or risky. Meanwhile, more experienced teachers can benefit from insights that may help them sharpen or extend their existing playbook.

In the study, researchers asked 39 novice and expert teachers—school leaders and mentors in charge of training new teachers—to watch video clips of a high school classroom. In each video, an educator could be observed giving instructions or walking through the class while students worked. During each video, a disruptive event would occur, ranging from students talking loudly to students refusing to participate in the lesson. The teachers in the study provided feedback on the events in the classroom, critiqued the observed teacher’s own classroom management strategies, and offered their own solutions.

Here’s how expert teachers approached classroom management—plus six teacher-tested strategies to make changes in your own classroom this year.

SEEING THE BIG PICTURE

While both novice and expert teachers relied on reactive strategies to address student misbehavior—for example, by giving a reprimand like “Eyes on me!” if students were being disruptive—expert teachers were far more likely to consider how proactive strategies could have prevented the misbehavior in the first place. 

New teachers tended to view classroom management narrowly, as a way to respond directly to disciplinary problems, while expert teachers had a “more comprehensive understanding of classroom management and its complexity,” the researchers found—conceiving of discipline in the broader context of how lessons were organized and executed, how clearly the teacher communicated expectations, and even how the physical environment was arranged. 

SEEKING ROOT CAUSES

Expert teachers were more adept at interpreting the causes and influences behind student behavior. If students weren’t paying attention, for example, inexperienced teachers were more likely to focus solely on correcting behavior, while expert teachers entertained the idea that the behaviors were situational and sought strategies to improve the learning environment to short-circuit future disruptions. 

Compared with novice teachers, experienced teachers tended to have a “more elaborate and interconnected” understanding of student misbehavior, forming a holistic picture of their students. 

STRIKING THE RIGHT BALANCE BETWEEN AUTHORITY AND AUTONOMY

Establishing a set of rules and then demanding compliance doesn’t work, especially with older students. Eventually, expert teachers come to see the classroom as an ecosystem involving a delicate balance between teacher authority and student autonomy. “They viewed student behavior in the context of teacher behavior, thinking about reasons and solutions” instead of overemphasizing “order and discipline.” 

Sometimes when students act out they are merely exhibiting normal, healthy developmental behaviors. For the most experienced teachers, a healthy classroom is one in which students are allowed some reasonable leeway in their behaviors and are taught how to think of others and regulate themselves.

FINDING YOUR PLACE AND TONE

All teachers made efforts to monitor the room, but expert teachers were more proficient, often because they also had greater positional awareness, making sure that they occupied locations where students—and student work—would be in view. For example, one teacher noted that he frequently “walks through the rows and looks at what they (students) are doing”—a common strategy to ensure that students are on task when doing independent work. 

Expert teachers were also mindful of how their body language, facial expressions, presence, and ability to control their own emotions affected the emotional state of their students. 

“Emotions are contagious, and when a teacher is able to model a calm presence through their tone, facial expression, and posture, students are less likely to react defensively,” writes Lori Desautels, a professor of education at Butler University. Work to project enthusiasm, and try to keep cool if at all possible. 

GETTING ADAPTIVE 

“Successful classroom management requires the adaptive application of a repertoire of different strategies,” the researchers explain. If a student is acting out because they’re having a bad day, that’s going to require a different approach than if they’re frustrated by the difficulty of a lesson or are confused by the instructions—researchers discovered that the latter issues account for 20 percent of classroom misbehavior, according to a separate 2018 study . 

As teachers become more experienced, they undergo a “shift in perspective” from “seeing parts versus seeing the whole,” the researchers report. While novice teachers relied more on routines and consequences, essentially following a script when it came to managing students’ behavior, expert teachers had “adaptive expertise” that allowed them to draw from a variety of strategies depending on the context. 

TIPS FOR TEACHERS

1. Plan your environment. Your classroom plays a key role in shaping the behavior of your students. A 2018 study , for example, found that heavily decorated classrooms made it harder for students to focus on a lesson, leading to off-task or disruptive behavior. While certain visual elements of the classroom can support learning—anchor charts, maps, images of role models, and displays of student work, for example—an overabundance of decorations can overstimulate. 

Seating plans also matter: A 2012 study found that students were three times more likely to be disruptive if they chose their own seat rather than being assigned one. If you’re going to offer seating choice—many teachers say it ultimately improves classroom behavior—consider doing so only situationally, and provide clear rules to let students know the consequences of frequent misbehavior.

2. Co-create norms. A common classroom management mistake is to display a list of rules and expect compliance. It can be more productive to have a conversation with your students about the reasons why rules exist, and then produce a set of governing principles by consensus. In California, high school English teacher David Tow instills a sense of shared responsibility and ownership over the classroom’s civility by co-creating classroom norms with his students. Together, they identify guidelines like being respectful of others, and then they evaluate the guidelines’ feasibility throughout the year, discarding the ones that don’t seem valuable, meaningful, or useful.

3. It’s not one size fits all. Find ways to measure the size of the problem, and respond accordingly. When a student misbehaves, Grace Dearborn, a high school teacher and the author of Conscious Classroom Management , has developed a series of tiered choices framed “as consequences, not punishments” to give students more autonomy. For example, low-level misbehavior might receive a “gentle” response, such as using nonverbal hand signals to encourage students to pay attention, or Dearborn might try “drive-by discipline,” like saying the child’s name quickly to disrupt the behavior without getting drawn into a bigger battle. 

Consequences are clear to the students and increase in intensity if the misbehavior persists: Students may be asked to change seats or take a time-out to reflect on their actions. Ultimately, the most severe consequences—detention or a meeting with parents—are used if the student’s behavior doesn’t change. 

4. Consider what’s unspoken. Nonverbal communication like eye contact, body language, and even how you position yourself in the room has an impact on student behavior.

“Presence is crucial to maintaining classroom management and to effective delivery of instruction, and it’s a skill we can develop with effort,” explains Sol Henik, a high school teacher. Develop your teaching presence—you can record yourself while you’re teaching or solicit advice from trusted colleagues—circulate in areas where you can see and be seen, and make productive use of eye contact, not as a tool for surveillance but as a way to connect with your students, project confidence and accessibility, and build rapport. 

5. Relationships, relationships, relationships. Ultimately, classroom management begins and ends with strong relationships. A 2018 study found that greeting students at the door set a positive tone for the rest of the day—for example, dramatically improving academic engagement and behavior. Another study concluded that engaging in prosocial activities throughout the school year—such as regular check-ins or morning meetings—can reduce disruptions by up to 75 percent.

Finally, learning a little about students’ personal lives through get-to-know-you surveys and identity activities can provide insights into the root causes of behavior. Students can draw their own “identity portraits” to share both visible and invisible details about themselves, like religion, ethnicity, or the hobbies they enjoy. You can also use writing prompts like “What inspires you?” or “What dreams do you have for after high school?” to mine information you can use to deepen relationships and connect classroom lessons to students’ interests. 

6. Pick your battles (but do battle when you have to). Students who are frequently the target of negative attention—being called out if they’re not paying attention or are chatting with another student, for example—are more likely to become disengaged and apathetic, which leads to more behavioral issues in the future, according to a 2016 study . Don’t try to fix all misbehavior in your classroom—pick your battles, avoid escalating the situation if you can, and remember that the most effective classroom management strategies are based on building relationships and increasing engagement with the content.

Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

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Teaching with Classroom Management Coursework: A Case Study—Methods II into Student Teaching

• First Online: 23 September 2017

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• Jonathan Ryan Davis 4  

Part of the book series: Palgrave Studies in Urban Education ((PSUE))

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This chapter examines three case studies of students from Professor Gold’s Master's-level Adolescent Social Studies course at Public University in New York City (NYC) that did integrate the Dynamic Classroom Management Approach (DCMA) into the class. It first focuses on the experiences of Faye, Kate, and Ezequiel in their Methods II course, including their: (a) expectations for Methods II; (b) definition of classroom management; (c) linking of pedagogical and classroom management strategies to their fieldwork; (d) appreciation of having strategies modeled; and (e) changed expectations. The chapter concludes by following up with each student one month into student teaching and explores their: (a) initial teaching challenges; (b) application of DCMA’s tenets; (c) perceived usefulness of Methods II in student teaching; and (d) perception of classroom management.

The biggest misunderstanding about classroom management is that it is a reactive thing, not a proactive thing. If a teacher lays the groundwork for a positive, respectful classroom, this [becomes] classroom maintenance, not management. — Kate after completing Methods II Since the last time we met, I have come to understand different things from the theory [and textbooks] and now in practice. Students they react well to people that can connect with them. So you can have authority in the classroom; you really don’t want anarchy in the classroom, but at the same time you can be pleasant and respectful—they love that. — Ezequiel after one month of student teaching

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See Chap. 4 for a detailed breakdown of the construction of the Methods II course that integrated classroom management coursework and strategies.

Professor Gold ’s syllabus, with details about these requirements, can be seen in Appendix C .

During his student teaching experience, Ezequiel became a US citizen.

Lemov’s “No Opt Out” technique focuses on requiring that a student answer a question instead of passing off the answer to another student. This can occur with assistance from the teacher; however, the idea is that no student can ever say “I don’t know” or “ask someone else.”

The act of placing students at the last minute is unfortunately very common within the Public University program.

Freire, P. (2003). From Pedagogy of the oppressed . In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 57–68). New York: RoutledgeFalmer.

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Grant, S. G. (2010). Teaching history with big ideas: Cases of ambitious teachers . Lanham: Rowman & Littlefield Education.

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college . San Francisco: Jossey-Bass Publishers.

Powell, A., McLaughlin, H. J., Savage, T. V., & Zehm, S. (2000). Classroom management: Perspectives on the social curriculum . Upper Saddle River: Prentice Hall.

Vygotsky, L. V. (1986). Thought and language . Cambridge: The MIT Press.

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Davis, J.R. (2018). Teaching with Classroom Management Coursework: A Case Study—Methods II into Student Teaching. In: Classroom Management in Teacher Education Programs. Palgrave Studies in Urban Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63850-8_5

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Productive Teacher-Student Interaction: Classroom Management Case Study

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Introduction

Advantages of classroom management, mutual motivation as a stimulating factor.

Classroom management is one of the methods widely used in a modern educational environment. This technique involves avoiding traditional teaching practices and expands the powers of those involved in the process of interacting with the target audience. The analysed case study mentions Mr. X’s concerns regarding the appropriateness of his involvement in a new position and anxiety in relation to increasing responsibilities.

Nevertheless, when comparing this methodology of teaching activity with classical work as an educator, one can note that the managerial role helps expand the range of potentially positive interventions. This position involving instructor responsibilities opens up wider prospects for teacher-student interaction and allows for the introduction of relevant work strategies to increase the academic performance of the target audience and other significant aspects of education.

One of the main advantages of being a class manager is the ability to facilitate a productive learning environment. According to Korpershoek, Harms, de Boer, van Kuijk and Doolaard (2016), if an educational specialist adheres to a clear strategy for working in this direction, his or her capabilities are not limited solely to teaching activities. The authors note that employees of this profile engage students in an active learning process and, at the same time, stimulate the maintenance of positive behavioural, emotional and other aspects of joint learning (Korpershoek et al., 2016).

In this case, the work is of a preventive nature but not reactive, which minimises the likelihood of conflicts and contributes to a favourable learning environment. As a result, specialists of this profile have respect both among the target audience and colleagues since this position opens up wide opportunities and makes it possible to choose a flexible working method based on the current indicators of students’ activities.

Instructor work brings teachers and students closer and helps achieve positive and effective interaction. As Sieberer-Nagler (2016) argues, experienced classroom managers can address both the academic and behavioural aspects of learning, thereby creating the most productive educational environment. Since both indicators form the basis of successful teaching, instructor activity in this direction is of high importance to all interested parties. Sieberer-Nagler (2016) notes that every teacher, sooner or later, faces a crisis when he or she is lost and cannot clearly realise one’s goals and priorities. Working as a classroom manager contributes to avoiding such reflections because, in case of the conscientious fulfilment of immediate duties, specialists of this profile cover a wide range of educational practices, thereby realising personal responsibility.

In relation to the case of Mr. X, who is not ready to combine the responsibilities of an educator and classroom manager, it is essential for the employee to understand the importance and benefits of this role. Accordingly, it is necessary to convey to him the advantages of his position and describe what valuable outcomes may be achieved if the work plan is implemented correctly.

Motivated students demonstrate higher academic results than those who do not show interest in learning, and this rule is an axiom. However, as Sieberer-Nagler (2016) states, the possibilities of working as a classroom manager open up additional stimulating opportunities for specialists themselves. The ability to address different aspects of student work, including emotional stability and behavioural factors, helps instructors better adapt to dynamic teaching environments and develop effective interaction strategies. Mutual cooperation increases the interest of both parties, but for this purpose, it is necessary to ensure the involvement of all stakeholders without exception.

Mr. X may fear the responsibility for the results of working as a classroom manager, but if he takes the initiative and uses his teaching experience to achieve high student motivation, this will become a significant incentive for him to continue working and improve his professional qualification.

In addition to clear learning objectives, following the principles of work as a classroom manager may allow coordinating other aspects of student preparation due to the introduction of motivational strategies. Korpershoek et al. (2016) provide a list of interventions aimed at enhancing socio-emotional and behavioural factors and argues that, “in many interventions, both preventive and reactive strategies are used” (p. 646).

This means that the participation of instructors helps create a highly effective mode of lifelong learning, where each participant is able to receive the necessary support with a minimum risk of errors. Mr. X has sufficient teaching experience, but his inability to perform manager functions can be explained by a fear of too high demands. In order to allay his discomfort, the employee should make sure that such complex work may have positive results not only for students but also for him, which can act as an additional motivational factor.

The position of a classroom manager that Mr. X fears is important for establishing a productive teacher-student interaction and realising valuable behavioural and emotional interventions. Its advantages are undeniable in the context of students’ academic performance and the creation of an effective learning environment. Motivational aspects can affect both the target audience and managers themselves by maintaining a high level of communication and personal impacts.

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research , 86 (3), 643-680. Web.

Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching , 9 (1), 163-172. Web.

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IvyPanda. (2021, July 29). Productive Teacher-Student Interaction: Classroom Management. https://ivypanda.com/essays/classroom-management-case-study/

"Productive Teacher-Student Interaction: Classroom Management." IvyPanda , 29 July 2021, ivypanda.com/essays/classroom-management-case-study/.

IvyPanda . (2021) 'Productive Teacher-Student Interaction: Classroom Management'. 29 July.

IvyPanda . 2021. "Productive Teacher-Student Interaction: Classroom Management." July 29, 2021. https://ivypanda.com/essays/classroom-management-case-study/.

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A case study in classroom management and school involvement: Designing an art room for effective learning

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Everything you need to know about teaching cases

Teaching cases can help students apply their knowledge to a real-world situation and make learning interactive. Here’s how to use them

Kerryn Krige

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.css-1txxx8u{overflow:hidden;max-height:81px;text-indent:0px;} Campus webinar: the evolution of interdisciplinarity

Relieve student boredom by ‘activating’ lectures, deepfakes are coming for education. be prepared, emotions and learning: what role do emotions play in how and why students learn, a diy guide to starting your own journal.

Kovin was struggling. He had lost his friend and partner the year before, and after their decades of partnership, taking over as CEO had made sense. But he could feel the tension in the senior management meeting. The team were enjoying the benefits of their commercial success –   they could attract talent, offer competitive salaries, develop more meaningful patents. But at what cost? Could they really still consider themselves a non-profit social enterprise? 

In the age of AI and Co-Pilot, the teaching case is gaining attention as a useful teaching tool. It not only consolidates lessons around central analytical themes, but also tests students’ analytical and interpretation skills. 

• Flip students’ presentations for more in-depth learning
• How to enhance teaching skills in a multidisciplinary environment
• Using experiential learning to teach international relations

A teaching case like this one brings real-world difficulties into the classroom, allowing students to apply what they’ve learned and solve problems. This case tells the story of anti-apartheid activist-turned-optometrist Kovin Naidoo, who finds himself leading a multinational social enterprise after the death of his partner. He struggles to balance his deeply held commitments to social change with the benefits of a fast-commercialising organisation. Studying this, students experience CEO-level tensions balancing profit and purpose, and work through how to balance competing value systems.

How do teaching cases work?

In the classroom, the lecturer introduces the case, describing the main protagonist, the context that they are operating in, and the dilemma that they are faced with. Teaching cases are not short of drama. They typically end on a cliffhanger, that nail-biting “now what?” moment, which students must then solve. Like a detective in a novel, students piece together the main facts, identify the red herrings, and through this process apply theoretical frameworks. Teaching cases are wonderful tools for critical thinking , synthesis and analysis.

For many years, the teaching case was seen as the domain of law and business schools. But steady work by publishers such as Emerald, IVEY, Harvard, Yale and the Case Centre has seen the scope of cases widening. 

What they have in common is a commitment to developing cases that transport students to different contexts, where they can immerse themselves in the detail of the problem and apply their learnings, across a range of disciplines. It is this DNA that makes them a useful tool in the AI learning world.

Cases contextualise and tailor our curriculum. In doing so, they are an anchor in our efforts to build nuanced teaching materials, providing alternatives to standard scenarios which, when repeated, risk one-dimensional, monocausal teaching.

Because of their focus on different situations, they contribute to inclusivity . Not only do they provide contextual variation but they engage with core concepts in a multitude of ways to facilitate learning . They allow us to use storytelling to address difficult topics that have the potential to marginalise or exclude. They encourage simulation and group work and create a dialogue between theory and practice , both teaching processes that contribute to professional relevance . As a result, students are immersed in problem-based, action-oriented learning techniques, which results in them being “ engaged in, and structuring their own learning ” – one of the pillars of inclusive teaching practice .

But it is the teaching note that is the lecturer’s friend. It introduces new pedagogy and approaches. Anchored in Bloom’s Taxonomy , it builds the teaching narrative, specifying the learning outcomes and how theoretical frameworks can be taught.

We are seeing innovations in case writing as the format gains popularity, such as:

• Short cases: Harvard is pioneering cases of 800 words (the length of this article) with a snappy dilemma. These can be fictional or drawn from secondary literature, building an informed narrative around a figure they can relate to. Taylor Swift is the focus of this case, for example, which requires little preparation time and sparks lively discussion. 
• Visual cases: We’ve been seeing comic book-style teaching notes that encourage storyboarding and description of both theory and process. Visual cases encourage broad discussion as students read between the lines, stimulated by both the style of graphics and minimised narrative. IMD’s Netflix: streaming wars and IBS’ Turbulence on the Tarmac are stylistically different, setting a different tone for discussion and debate.   
• Multimedia cases: Animation or short-form interviews that students can interact with are becoming common in teaching cases. Role-playing can range from the classic Oxford-style debate, where students develop opposing arguments, to materials such as this animation by IE Business School, which allows chronological learning across a historical timeline. 
• Raw teaching cases encourage students to research the dilemma that they are presented with. These cases are crisp in their presentation of the dilemma, and require students to then research and investigate the problem and solution. Pioneered by Yale, Raw Cases teach students how to synthesise information. Examples include this case on SELCO , and this debate-style approach to analysing the  Systems of Exchange framework.
• Students writing teaching cases as assignments: The NACRA community and our colleague Maria Ballesteros-Solas have developed the idea of putting students in the driving seat .  Here, students write a teaching case and note as an assignment. It requires students to research a dilemma and establish theoretical links   –   a creative process that encourages deep analysis and application of theory to practice.

Teaching cases are not new but the questions educators are grappling with on the use of AI have refocused our attention on the value that they bring to the classroom. They bring real-world dilemmas for students to think through, where the applied nature of the work means that there is no one-size-fits-all response. By encouraging group work and interactive and inclusive teaching practice, they help us as teachers contextualise our content and create opportunities for rich, structured debate and embedded learning.

Kerryn Krige is senior lecturer of teaching practice at the Marshall Institute at the London School of Economics. 

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10 Corporate Crisis Management Case Studies [2024]

In an era where corporate operations are under the microscope, and the potential for a crisis looms large, effective crisis management is not just preferable—it is imperative. From environmental disasters to cyber attacks, companies across various industries have faced significant challenges that tested their resilience and operational integrity. This article delves into 10 definitive case studies of corporate crisis management, offering insights into the strategies employed by major organizations when stakes were high. These real-world examples illustrate how companies like Volkswagen, Johnson & Johnson, and Sony Pictures navigated complex crises, providing valuable lessons on the importance of rapid response, transparent communication, and a commitment to rectifying errors. By examining these cases, we aim to highlight the critical components of successful crisis management and the long-term impact of these events on corporate reputation and consumer trust.

10 Corporate Crisis Management Case Studies

1. crisis management at johnson & johnson: the 1982 tylenol poisoning, company profile.

Johnson & Johnson, a renowned global healthcare company, has been a significant player in the pharmaceutical and consumer goods sector since its founding in 1886. With products ranging from baby care to medical devices, Johnson & Johnson has built a reputation for quality and trust, adhering to a philosophy emphasizing first responsibility to the consumers, doctors, and nurses who use their products.

In the autumn of 1982, a severe crisis hit Johnson & Johnson when cyanide-laced Extra-Strength Tylenol resulted in the deaths of seven individuals around Chicago. This sabotage endangered public health and threatened the reputation of one of its most trusted products, Tylenol, which accounted for a significant portion of the company’s profits.

The manner in which Johnson & Johnson managed this situation became a standard-setting example in corporate crisis resolution. The company immediately alerted consumers nationwide not to consume any of its Tylenol products, which was unprecedented. The company undertook a comprehensive recall of Tylenol, withdrawing around 31 million bottles from the market, which led to financial losses exceeding $100 million. Furthermore, the company cooperated fully with law enforcement agencies and the media to manage the situation transparently and keep the public informed. To restore consumer confidence, Johnson & Johnson developed tamper-resistant packaging, which included a triple-sealed package that would make it obvious if tampering had occurred.

Johnson & Johnson’s handling of the crisis resulted in a quick recovery for the Tylenol brand. The company’s swift and consumer-focused actions maintained and even bolstered consumer trust in the brand. Within a year of the crisis, Tylenol’s market share returned close to its pre-crisis level. Through its decisive actions, the company prevented further damage and established innovative safety benchmarks for the industry. The approach taken by Johnson & Johnson during the Tylenol crisis is frequently highlighted as a prime example of successful crisis handling.

Related: Women Leadership Case Studies

2. Crisis Management at Toyota: The 2010 Accelerator Pedal Crisis

Founded in 1937 in Japan, Toyota Motor Corporation is renowned globally for manufacturing durable and premium-quality vehicles. Toyota has built a strong brand reputation on innovation, sustainability, and reliability principles, with a global presence and a commitment to pioneering advancements in automotive technology.

In 2010, Toyota faced a severe crisis when reports of unintended acceleration in several vehicle models surfaced. This issue was linked to several accidents, including fatalities, which raised serious safety concerns. The crisis was exacerbated by allegations of delayed response from Toyota, which damaged the company’s reputation for safety and reliability.

Toyota’s response involved multiple steps to address the crisis effectively. The company recalled over 8 million vehicles worldwide, one of the largest in automotive history, to fix the faulty accelerator pedals and floor mats causing unintended acceleration. Toyota also halted the production and sale of eight models affected by the issue. To regain consumer trust, Toyota extended its warranties and set up a new rapid-response team to deal with safety complaints more quickly. It increased its focus on quality control and customer communication. The company’s president issued a public apology and testified before the U.S. Congress, committing to greater transparency and improved safety standards.

Toyota’s proactive measures and transparent communications gradually restored consumer trust. The company implemented stringent quality controls and revamped its safety technology, which led to introducing enhanced safety features in future models. Although Toyota initially faced significant financial losses, including fines from the U.S. government for handling the recalls, the company recovered over the following years. Toyota’s commitment to addressing the issues comprehensively helped it regain its position as a leader in the global automotive market, showcasing the importance of prompt and effective crisis management in maintaining brand integrity.

3. Crisis Management at Pepsi: The 1993 Syringe Hoax

PepsiCo, founded in 1898, is one of the world’s leading food and beverage companies. Known for its flagship product, Pepsi, the company offers various popular brands across more than 200 countries. PepsiCo is strongly committed to corporate responsibility and consumer satisfaction, which has helped it maintain a leading position in the competitive beverage industry.

In 1993, Pepsi faced a public relations crisis when claims surfaced about syringes allegedly found in cans of Diet Pepsi. The accusations quickly gained national attention, creating a potential consumer safety scare and threatening the brand’s image and trust.

PepsiCo responded swiftly and strategically to the crisis. The company immediately collaborated with the FDA to investigate the claims and quickly determined that the syringe reports were a hoax. PepsiCo used a transparent approach in its crisis management, utilizing the media to communicate directly with the public. The company produced videos showing the canning process to demonstrate that foreign objects couldn’t be inserted during production. These videos were shared with news outlets and played a crucial role in educating the public and dispelling the rumors.

PepsiCo’s effective use of media and quick response helped to quickly mitigate the impact of the hoax. Consumer confidence was restored, and the company’s transparent and proactive approach was praised in the media and by regulatory bodies. Sales, which had initially dipped sharply, rebounded within a few weeks. The 1993 syringe hoax case is often cited as a textbook example of effective crisis management, demonstrating how decisive action and clear communication can protect and even enhance a company’s reputation in the face of potential disaster.

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4. Crisis Management at British Petroleum (BP): The Deepwater Horizon Oil Spill

British Petroleum, a leading global entity in the oil and gas sector, provides energy and retail services besides fuel for transportation. Founded in 1909, BP has operations in nearly 80 countries worldwide, with a strong commitment to delivering energy in a responsible manner, advancing low-carbon living, and improving every aspect of the energy system.

In April 2010, BP was embroiled in one of the most significant environmental and PR crises to date. An explosion on the BP-operated Deepwater Horizon oil rig led to a catastrophic oil spill in the Gulf of Mexico, marking one of the gravest environmental disasters. Eleven workers lost their lives, and millions of barrels of oil spilled into the Gulf over 87 days, causing extensive environmental damage to marine and wildlife habitats and tarnishing BP’s environmental and safety reputation.

BP’s response involved multiple strategies to manage the unfolding crisis. The company committed $20 billion to a fund for damages and initiated a massive cleanup operation involving thousands of people. BP also created a claims process for businesses and individuals affected by the spill. The company’s public relations tactics involved regular updates and leveraging social media to keep the public informed about their response measures. BP’s CEO then made several high-profile media appearances to manage public perception, though some were criticized for poor handling.

The cleanup efforts lasted several years, with BP spending over $65 billion in cleanup costs, fines, and settlements. Despite initial heavy criticism and financial losses, BP restored some public trust through its response efforts and commitment to restoring the Gulf. The company overhauled its safety procedures and corporate governance structures to prevent future disasters. The crisis significantly impacted BP’s market value and reputation, but the firm remains a major player in the energy sector, with ongoing efforts aimed at safer energy practices and sustainability.

5. Crisis Management at Samsung Electronics: The Galaxy Note 7 Battery Fires

Established in 1969, Samsung Electronics has emerged as a technological and consumer electronics leader globally. Samsung, a pioneer in innovation, is recognized as a major producer of electronic components, including digital media devices, semiconductors, and integrated systems.

In August 2016, Samsung faced a severe crisis when reports emerged of its newly released Galaxy Note 7 smartphones catching fire due to faulty batteries. The incidents posed serious safety risks to consumers and led to negative media coverage, severely impacting Samsung’s reputation for quality and safety in the highly competitive tech market.

Samsung immediately recalled over 2.5 million Galaxy Note 7 devices just weeks after the product’s launch. The company issued replacements, but some of the new devices also caught fire, leading to a second recall and the eventual discontinuation of the product. Samsung set up investigation teams to find the cause of the battery failures, enhancing their quality assurance processes. The company was transparent in its communications, regularly updating the public and stakeholders about the steps to resolve the issue.

The Galaxy Note 7 crisis cost Samsung an estimated $17 billion and significantly dented the brand’s image. However, Samsung’s comprehensive recall and commitment to addressing all consumer concerns helped salvage customer loyalty. The company’s rapid response and transparency were crucial in managing the crisis. Samsung enhanced its battery safety protocols and quality assurance processes to avert similar future problems. By addressing the technical flaws and revamping their safety protocols, Samsung managed to recover and maintain its position as a leading innovator in the smartphone market.

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6. Crisis Management at Chipotle: The E. coli Outbreaks

Chipotle Mexican Grill, founded in 1993 in Denver, Colorado, quickly became a popular chain known for its fresh, high-quality ingredients and commitment to sustainable and ethical food sourcing. Chipotle, known for its fast-casual dining concept, is committed to integrity in food sourcing, ensuring that its ingredients are both fresh and ethically sourced.

In late 2015, Chipotle faced a major crisis when multiple E. coli outbreaks linked to several restaurants surfaced across the United States. The outbreaks affected customers in over 14 states and led to a significant public health scare, severely tarnishing the brand’s reputation for food safety and quality. This crisis resulted in a sharp decline in customer visits and a significant drop in stock prices, threatening the company’s profitability and brand image.

Chipotle responded to the crisis by closing affected restaurants to conduct deep cleaning and full sanitation. The company cooperated with health officials to trace the source of the E. coli outbreak and overhauled its food safety procedures. Chipotle rolled out an extensive food safety initiative, modifying food handling and preparation techniques across its outlets. Chipotle launched a marketing campaign to regain customer trust and issued public apologies through various media platforms, reassuring the public about the safety measures being taken. The company also offered free food promotions to encourage customers to return.

Chipotle’s proactive measures and transparency in addressing the food safety issues helped slowly rebuild consumer trust. Although the company faced a steep initial decline in sales, it gradually recovered customer loyalty through its enhanced food safety protocols and ongoing customer engagement in its improvements. The crisis also prompted Chipotle to invest more heavily in food safety training and technology to ensure such an incident would not recur, thereby strengthening the brand’s commitment to quality and safety in the long term.

7. Crisis Management at United Airlines: The Passenger Removal Incident

United Airlines, established in 1926, is one of the world’s largest airlines, offering comprehensive flight schedules and serving millions of passengers annually. With a global network, United is known for its significant contributions to the aviation industry, including pioneering developments in customer service and safety.

In April 2017, a significant controversy arose when United Airlines forcibly ejected a passenger from an overbooked plane at Chicago O’Hare International Airport. This event, widely viewed and shared across social platforms, showed the passenger being forcibly moved along the airplane aisle, resulting in significant injuries. This event sparked international outrage, highlighting issues with United’s customer service and policies on overbooking.

United Airlines initially struggled with its response, with a series of statements seen as insincere or defensive. However, the company soon shifted its approach by issuing a full apology from the CEO, who took personal responsibility for the incident. United announced a thorough review of its policies, especially concerning handling overbooked flights and interactions with passengers. The airline also introduced changes, including increased compensation for bumped passengers, reduced overbooking, and more employee training on customer service. Additionally, United settled a lawsuit with the affected passenger, which helped mitigate some of the negative publicity.

The crisis immediately negatively impacted United’s reputation and stock value, but the comprehensive policy changes and public relations efforts helped the airline recover over time. United Airlines’ enhanced commitment to customer service and revised policies served to regain public trust and demonstrated the airline’s dedication to improving passenger experiences. The incident led to broader industry changes, prompting other airlines to modify their overbooking and customer service practices.

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8. Crisis Management at Volkswagen: The Diesel Emissions Scandal

Volkswagen, founded in 1937 and headquartered in Wolfsburg, Germany, is one of the world’s largest and most recognized automobile manufacturers. Volkswagen has been renowned for its iconic vehicles, such as the Beetle and the Golf, which symbolize the company’s commitment to quality, reliability, and innovative design. Volkswagen stands committed to sustainability and the advancement of clean energy solutions within the auto industry.

In 2015, Volkswagen faced a monumental crisis when it was discovered that the company had installed software in diesel engine vehicles to manipulate emissions tests in the United States. This software made it appear that the vehicles met environmental standards when, in fact, they emitted pollutants at levels up to 40 times higher than what is allowed in the U.S. The scandal, known as “Dieselgate,” affected nearly 11 million vehicles worldwide and severely damaged Volkswagen’s reputation for trustworthiness and environmental stewardship.

Volkswagen took several steps to manage the crisis. The company immediately issued a public apology and admitted wrongdoing. Matthias Müller was appointed as the new CEO to replace Martin Winterkorn, who resigned amid the scandal. Volkswagen committed to recalling millions of affected vehicles and retrofitting them to meet environmental standards properly. The company allocated over €6.5 billion to cover costs related to the scandal, including settlements and fines. Volkswagen also launched a comprehensive internal investigation to hold responsible parties accountable and revamped its compliance and regulatory procedures to prevent future violations.

Volkswagen’s initial reaction to the crisis was condemned for lacking transparency and being slow. However, the company’s subsequent actions helped to stabilize the situation. Financially, Volkswagen suffered substantial losses, with billions in fines and legal costs and a significant drop in stock prices. However, Volkswagen has regained some of its market position by committing to electric vehicle technology and discontinuing much of its diesel model offerings. The company’s strategic pivot to electric vehicles and its investments in clean energy technologies have begun to restore consumer and investor confidence, positioning Volkswagen as a leader in the electric mobility future.

9. Crisis Management at Equifax: The 2017 Data Breach

Equifax Inc., one of the premier credit reporting agencies globally, offers analytical and financial data services to individuals and businesses. Founded in 1899 and based in Atlanta, Georgia, Equifax operates or has investments in 24 countries and is a pivotal component of the global financial infrastructure, tasked with managing and protecting the personal data of millions of people.

In September 2017, Equifax disclosed a severe data breach that compromised sensitive data of roughly 147m people, including driver’s license and Social Security numbers. The breach was one of the largest in history to threaten personal identity security, severely damaging Equifax’s credibility and leading to widespread public outrage, especially due to delayed disclosure and inadequate security measures that failed to prevent the breach.

Equifax responded by waiving credit freeze fees for consumers who needed to protect their credit histories and offering free credit monitoring services. CEO Richard Smith retired, and Equifax appointed a new CEO to lead the crisis response and recovery efforts. The company overhauled its security infrastructure and increased technology and data protection investments. Equifax cooperated fully with various government investigations and committed to enhancing transparency and customer service to rebuild trust.

The data breach had far-reaching consequences for Equifax, including numerous lawsuits, Congressional hearings, and a significant decline in stock value. The company’s efforts to repair its reputation focused on rebuilding trust through better security practices and improved customer relations. Despite these efforts, recovery has been ongoing, with Equifax continuing to face challenges in fully restoring its image. The crisis highlighted the critical need for stringent cybersecurity measures and transparent corporate practices, especially for firms handling sensitive personal data.

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10. Crisis Management at Sony Pictures: The 2014 Cyber Attack

Sony Pictures Entertainment, a major division of Sony Corporation, is a globally prominent entertainment firm based in Culver City, California. Sony Pictures, a dominant force in the media sector, significantly influences global culture and entertainment with its extensive range of film and television productions.

In November 2014, Sony Pictures experienced a devastating cyber attack by a group calling themselves the Guardians of Peace. The breach resulted in the exposure of extensive confidential data such as personal employee details, executive communications, and multiple unreleased films. The cyber attackers demanded the cancellation of “The Interview,” a film satirizing the North Korean leader’s attempted assassination. This film allegedly motivated the attack, leading to international tensions and a significant crisis for Sony Pictures.

Sony initially pulled “The Interview” from its release schedule, citing threats to theaters and safety concerns. However, this decision faced widespread criticism for capitulating the hackers’ demands. Sony reversed its decision, releasing the film online and in select theaters. The company also worked closely with the FBI and cybersecurity experts to address the vulnerabilities and enhance its digital security infrastructure. Sony Pictures’ executives issued public apologies, particularly for the sensitive content revealed in emails, and took steps to bolster internal and external communications.

Sony Pictures’ handling of the cyber attack drew mixed reactions. While some criticized the initial decision to pull the release of “The Interview,” others praised the eventual release strategy as a stand for creative freedom. The incident led to a reevaluation of security strategies across the entertainment industry. Financially, the cyber attack cost Sony Pictures an estimated $100 million, not including the damage to its reputation. Over time, Sony Pictures managed to recover, implementing stronger cybersecurity measures and continuing to produce successful films and TV shows. The crisis underscored the importance of robust digital security practices and crisis management in the digital age.

The journey through these 10 corporate crisis management case studies reveals a common theme: the paramount importance of handling crises with strategic foresight and ethical consideration. These companies faced various repercussions, from financial losses to reputational damage, yet those who emerged stronger did so through comprehensive planning, clear communication, and genuine accountability. This collection not only showcases the trials faced by organizations during critical times but also highlights how crises can serve as catalysts for organizational recovery and enhancement. For businesses worldwide, these narratives offer more than cautionary tales; they provide a blueprint for developing robust mechanisms to weather storms and safeguard both stakeholders’ interests and corporate legacies.

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Call for case studies and best practices on addressing tuberculosis in prisons

The World Health Organization (WHO) Global Tuberculosis Programme is launching a call for case studies and best practices on addressing tuberculosis (TB) in prisons. This includes provision of services for communicable diseases, with a focus on TB prevention and care provided within prisons, as well as on addressing TB in the context of mobility of people between police holding cells, prisons and the community.

An estimated 10.6 million people developed TB in 2022. Despite being preventable and curable, TB remains one of the world’s top infectious killers, accounting for over one million deaths annually. Prisons and other places of detention can be high risk environments for TB transmission due to overcrowding, inadequate infection prevention and control measures, and other determinants such as undernutrition, substance use disorders and inadequate access to health services. The burden of TB disease in prison populations is about 10 times higher than in the general population. In 2019, an estimated 125,105 people in prisons fell ill with TB worldwide, representing about 1% of the global incidence, and only about half of these detected, leaving a large gap of incarcerated people with undiagnosed or unreported TB.

The provision of high-quality health care in prisons, including TB prevention and care, is essential. People in prisons should access health care in the same conditions and of a similar quality as any other person living in the community, throughout their life course. Protecting the human right to health and ensuring universal health coverage are particularly critical in prison settings, where the provision of health services is not always prioritised.

WHO recommendations on TB (prevention, screening, diagnosis, treatment, testing for HIV and comorbidities, treatment support, and infection prevention and control) are applicable to all settings, including prisons. In addition, WHO has specific recommendations on systematic screening for TB disease in prisons and penitentiary institutions, for both prisoners and prison staff as well as systematic testing and treatment for TB infection, which may be considered for people in prisons as well as other at-risk groups including health workers, immigrants from countries with a high TB burden, homeless people and people who use drugs.

WHO has previously issued guidance on the management of TB in prisons, however there have been significant advances in TB prevention and care since this guidance was issued. The WHO Global Tuberculosis Programme is in the process of updating its guidance on TB in prisons. The purpose of the guidance will be to provide operational guidance on the prevention, management and care of TB in prisons, including when people are transferred between police holding cells, prisons and communities. The new WHO guidance on TB in prisons will also feature several case studies illustrating experiences and best practices in addressing TB in prisons.

These case studies may include examples of interventions that are provided within prisons and police holding cells, such as:

·         TB screening and active TB case finding for people in prisons as well as prison staff;

·         Short course TB preventive treatment and effective management and treatment of TB;

·         Screening, diagnosis and care for co-morbidities or other health related risk factors, such as mental health conditions, substance use disorders, HIV, among other conditions;

·         Contact investigation, outbreak management and TB infection prevention and control;

·         Policies and practices that aim to address the social determinants of TB among people in prisons (such as employment, housing and linkages with social protection services);

·         Collaboration between ministries of health and the ministries responsible for prisons and penitentiary institutions;

·         Policies and practices on promotion of human rights and the human right to health;

·         Building the capacity of prison health staff and inmates to effectively prevent and manage TB;

·         Recording and reporting systems on TB in prison settings, and their linkages to the national TB surveillance system, and

·         Policies or practices that ensure continuity of care when people with TB are transferred between prisons or from prisons to the community.

Through this call, WHO invites country officials, UN agencies, technical partners, and other governmental and non-governmental stakeholders within and beyond the health sector involved in the provision of health services within prison settings to submit examples of relevant case studies and best practices to this email address:  [email protected] .

These case studies and best practices should be no longer than 500 words, should feature current examples implemented in the last ten years and should be structured as follows:

·         Background

·         Policy or practice implemented

·         Results achieved as a result of this policy or practice

·         Challenges identified during implementation (and solutions)

·         Way forward/ next steps (as a conclusion)

The deadline for submission of case studies and best practices is  Friday 30 September, 2024 .

All contributors to the selected case studies will be appropriately acknowledged in the WHO guidance on TB in prisons. We thank you in advance for your collaboration, and please do not hesitate to contact us in case of any questions.