case study used in interviews

47 case interview examples (from McKinsey, BCG, Bain, etc.)

One of the best ways to prepare for   case interviews  at firms like McKinsey, BCG, or Bain, is by studying case interview examples. 

There are a lot of free sample cases out there, but it's really hard to know where to start. So in this article, we have listed all the best free case examples available, in one place.

The below list of resources includes interactive case interview samples provided by consulting firms, video case interview demonstrations, case books, and materials developed by the team here at IGotAnOffer. Let's continue to the list.

• McKinsey examples
• BCG examples
• Bain examples
• Deloitte examples
• Other firms' examples
• Case books from consulting clubs
• Case interview preparation

Click here to practise 1-on-1 with MBB ex-interviewers

1. mckinsey case interview examples.

• Beautify case interview (McKinsey website)
• Diconsa case interview (McKinsey website)
• Electro-light case interview (McKinsey website)
• GlobaPharm case interview (McKinsey website)
• National Education case interview (McKinsey website)
• Talbot Trucks case interview (McKinsey website)
• Shops Corporation case interview (McKinsey website)
• Conservation Forever case interview (McKinsey website)
• McKinsey case interview guide (by IGotAnOffer)
• Profitability case with ex-McKinsey manager (by IGotAnOffer)
• McKinsey live case interview extract (by IGotAnOffer) - See below

2. BCG case interview examples

• Foods Inc and GenCo case samples  (BCG website)
• Chateau Boomerang written case interview  (BCG website)
• BCG case interview guide (by IGotAnOffer)
• Written cases guide (by IGotAnOffer)
• BCG live case interview with notes (by IGotAnOffer)
• BCG mock case interview with ex-BCG associate director - Public sector case (by IGotAnOffer)
• BCG mock case interview: Revenue problem case (by IGotAnOffer) - See below

3. Bain case interview examples

• CoffeeCo practice case (Bain website)
• FashionCo practice case (Bain website)
• Associate Consultant mock interview video (Bain website)
• Consultant mock interview video (Bain website)
• Written case interview tips (Bain website)
• Bain case interview guide   (by IGotAnOffer)
• Digital transformation case with ex-Bain consultant
• Bain case mock interview with ex-Bain manager (below)

4. Deloitte case interview examples

• Engagement Strategy practice case (Deloitte website)
• Recreation Unlimited practice case (Deloitte website)
• Strategic Vision practice case (Deloitte website)
• Retail Strategy practice case  (Deloitte website)
• Finance Strategy practice case  (Deloitte website)
• Talent Management practice case (Deloitte website)
• Enterprise Resource Management practice case (Deloitte website)
• Footloose written case  (by Deloitte)
• Deloitte case interview guide (by IGotAnOffer)

5. Accenture case interview examples

• Case interview workbook (by Accenture)
• Accenture case interview guide (by IGotAnOffer)

6. OC&C case interview examples

• Leisure Club case example (by OC&C)
• Imported Spirits case example (by OC&C)

7. Oliver Wyman case interview examples

• Wumbleworld case sample (Oliver Wyman website)
• Aqualine case sample (Oliver Wyman website)
• Oliver Wyman case interview guide (by IGotAnOffer)

8. A.T. Kearney case interview examples

• Promotion planning case question (A.T. Kearney website)
• Consulting case book and examples (by A.T. Kearney)
• AT Kearney case interview guide (by IGotAnOffer)

9. Strategy& / PWC case interview examples

• Presentation overview with sample questions (by Strategy& / PWC)
• Strategy& / PWC case interview guide (by IGotAnOffer)

10. L.E.K. Consulting case interview examples

• Case interview example video walkthrough   (L.E.K. website)
• Market sizing case example video walkthrough  (L.E.K. website)

11. Roland Berger case interview examples

• Transit oriented development case webinar part 1  (Roland Berger website)
• Transit oriented development case webinar part 2   (Roland Berger website)
• 3D printed hip implants case webinar part 1   (Roland Berger website)
• 3D printed hip implants case webinar part 2   (Roland Berger website)
• Roland Berger case interview guide   (by IGotAnOffer)

12. Capital One case interview examples

• Case interview example video walkthrough  (Capital One website)
• Capital One case interview guide (by IGotAnOffer)

12. EY Parthenon case interview examples

• Candidate-led case example with feedback (by IGotAnOffer)

14. Consulting clubs case interview examples

• Berkeley case book (2006)
• Columbia case book (2006)
• Darden case book (2012)
• Darden case book (2018)
• Duke case book (2010)
• Duke case book (2014)
• ESADE case book (2011)
• Goizueta case book (2006)
• Illinois case book (2015)
• LBS case book (2006)
• MIT case book (2001)
• Notre Dame case book (2017)
• Ross case book (2010)
• Wharton case book (2010)

Practice with experts

Using case interview examples is a key part of your interview preparation, but it isn’t enough.

At some point you’ll want to practise with friends or family who can give some useful feedback. However, if you really want the best possible preparation for your case interview, you'll also want to work with ex-consultants who have experience running interviews at McKinsey, Bain, BCG, etc.

If you know anyone who fits that description, fantastic! But for most of us, it's tough to find the right connections to make this happen. And it might also be difficult to practice multiple hours with that person unless you know them really well.

Here's the good news. We've already made the connections for you. We’ve created a coaching service where you can do mock case interviews 1-on-1 with ex-interviewers from MBB firms . Start scheduling sessions today!

Related articles:

35 Case Interviews Examples from MBB / Big Four Firms

Studying case interview examples is one of the first steps in preparing for the  management consulting  recruitment process. If you don’t want to spend hours searching the web, this article presents a comprehensive and convenient list for you – with 35 example cases, 16 case books, along with a case video accompanied by detailed feedback on tips and techniques.

A clear understanding of “what is a case interview” is essential for effective use of these examples. I suggest reading our  Case Interview 101  guide, if you haven’t done so.

McKinsey case interview examples

Mckinsey practice cases.

• Diconsa Case
• Electro-Light Case
• GlobaPharm Case
• National Education Case

What should I know about McKinsey Case interviews?

At McKinsey, case interviews often follow the interviewer-led format , where the interviewer asks you multiple questions for you to answer with short pitches.

How do you nail these cases? Since the questions can be grouped into predictable types, an efficient approach is to master each question type. However, do that after you’ve mastered the case interview fundamentals!

For a detailed guide on interviewer-led cases, check out our article on McKinsey Case Interview .

BCG & Bain case interview examples

Bcg practice cases.

• BCG – Written Case – Chateau Boomerang

Bain practice cases

• Bain – Coffee Shop Co.
• Bain – Fashion Co.
• Bain – Mock Interview – Associate Consultant
• Bain – Mock Interview – Consultant

What should I know about BCG & Bain case interviews?

Unlike McKinsey, BCG and Bain case interviews typically follow the candidate-led format – which is the opposite of interviewer-led, with the candidate driving the case progress by actively breaking down problems in their own way.

The key to acing candidate-led cases is to master the case interview fundamental concepts as well as the frameworks.

Some BCG and Bain offices also utilize written case interviews – you have to go through a pile of data slides, select the most relevant ones to answer a set of interviewer questions, then deliver those answers in a presentation.

For a detailed guide on candidate-led cases, check out our article on BCG & Bain Case Interview .

Deloitte case interview examples

Deloitte practice cases.

Undergrad Cases

• Human Capital – Technology Institute
• Human Capital – Agency V
• Strategy – Federal Benefits Provider
• Strategy – Extreme Athletes
• Technology – Green Apron
• Technology – Big Bucks Bank
• Technology – Top Engine
• Technology – Finance Agency

Advanced Cases

• Human Capital – Civil Cargo Bureau
• Human Capital – Capital Airlines
• Strategy – Club Co
• Strategy – Health Agency
• Technology – Waste Management
• Technology – Bank of Zurich
• Technology – Galaxy Fitness

What should I know about Deloitte case interviews?

Case interviews at Deloitte also lean towards the candidate-led format like BCG and Bain.

The Deloitte consultant recruitment process also features group case interviews , which not only test analytical skills but also place a great deal on interpersonal handling.

Accenture case interview examples

Accenture divides its cases into three types with very cool-sounding names.

Sorted in descending order of popularity, they are:

These are similar to candidate-led cases at Bain and BCG. albeit shorter – the key is to develop a suitable framework and ask the right questions to extract data from the interviewer.

These are similar to the market-sizing and guesstimate questions asked in interviewer-led cases – demonstrate your calculations in structured, clear-cut, logical steps and you’ll nail the case.

These cases have you sort through a deluge of data to draw solutions; however, this type of case is rare.

Capital One case interview examples

Capital One is the odd one on this list – it is a bank-holding company. Nonetheless, this being one of the biggest banks in America, it’s interesting to see how its cases differ from the consulting ones.

Having gone through Capital One’s guide to its cases, I can’t help but notice the less-MECE structure of the sample answers. Additionally, there seems to be a greater focus on the numbers.

Nonetheless, having a solid knowledge of the basics of case interviews will not hurt you – if anything, your presentation will be much more in-depth, comprehensive, and understandable!

See Capital One Business Analyst Case Interview for an example case and answers.

Other firms case interview examples

Besides the leading ones, we have some examples from other major consulting firms as well.

• Oliver Wyman – Wumbleworld
• Oliver Wyman – Aqualine
• LEK – Cinema
• LEK – Market Sizing
• Kearney – Promotional Planning
• OC&C – Imported Spirits
• OC&C – Leisure Clubs

Consulting clubs case books

In addition to official cases, here are a few case books you can use as learning materials.

Do keep in mind: don’t base your study on frameworks and individual case types, but master the fundamentals so you can tackle any kind of case.

• Wharton Consulting Club Case Book
• Tuck Consulting Club Case Book
• MIT Sloan Consulting Club Case Book
• LBS Consulting Club Case Book
• Kellogg Consulting Club Case Book
• INSEAD Consulting Club Case Book
• Harvard Consulting Club Case Book
• ESADE Consulting Club Case Book
• Darden Consulting Club Case Book
• Berkeley Consulting Club Case Book
• Notre-Dame Consulting Club Case Book
• Illinois Consulting Club Case Book
• Columbia Consulting Club Case Book
• Duke Consulting Club Case Book
• Ross Consulting Club Case Book
• Kearney Case Book

Case interview example – Case video

The limitation of most official case interview examples is that they are either too short and vague, or in text format, or both.

To solve that problem for you, we’ve extracted a 30-minute-long, feedback-rich case sample from our Case Interview End-to-End Secrets Program .

This is a candidate-led, profitability case on an internet music broadcasting company called Pandora.

In 30 minutes, this candidate demonstrates the exact kind of shortcoming that most candidates suffer during real case interviews – they come in with sharp business senses, then hurt their own chances with inadequate techniques.

Here are seven notable areas where the candidate (and you) can improve:

Thanking Throughout the case, as especially in the opening, he should have shown more appreciation for the time the interviewer spent with him.

Structured opening The candidate’s opening of the case feels unstructured. He could have improved it by not mixing the playback and clarification parts. You can learn to nail the case in a 3-minute start through this video on How to Open Any Case Perfectly .

Explicitness A lot of the candidate’s thought process remains in his head; in a case interview, it’s better to be as explicit as possible – draw your issue tree out and point to it as you speak; state your hypothesis when you move into a branch; when you receive data, acknowledge it out loud.

Avoiding silence The silence in his case performance is too long, including his timeout and various gaps in his speech; either ask for timeout (and keep it as short as possible) or think out loud to fill those gaps.

Proactivity The candidate relies too much on the interviewer (e.g: asking for data when it can easily be calculated); you don’t want to appear lazy before your interviewer, so avoid this.

Avoiding repeating mistakes Making one mistake twice is a big no-no in consulting interviews; one key part of the consulting skill set is the ability to learn, and repeating your mistakes (especially if the interviewer has pointed it out) makes you look like someone who doesn’t learn.

Note-taking Given the mistakes this candidate makes, he’s probably not taking his notes well. I can show you how to get it right if you watch this video on Case Interview Note-Taking .

Nonetheless, there are three good points you can learn from the candidate:

The candidate sums up what he’s covered and announces his upcoming approach at the start and at key points in the case – this is a very good habit that gives you a sense of direction and shows that you’re an organized person.

The candidate performs a “reality check” on whether his actions match the issue tree; in a case interview it’s easy to lose track of what you’re doing, so remember to do this every once in a while.

The candidate prompts the interviewer to give out more data than he asked for; if anything, this actually matches a habit of real consultants, and if you’re lucky, your interviewer may actually give out important pieces you haven’t thought of.

These are only part of the “ninja tips” taught In our Case Interview E2E Secrets Program – besides the math and business intuition for long-term development, a key feature is the instant-result tips and techniques for case interviews.

Once you’ve mastered them, you can nail any case they throw at you!

For more “quality” practice, let’s have a mock case interview with former consultants from McKinsey, BCG, Bain, Oliver Wyman, Strategy& and many other consulting firms. They will help you identify your problem areas and give you actionable feedback, making your preparation much easier and faster.

Hi! This is Kim and welcome to another performance in the Tips & Techniques part of our amazing End-to-end program. You are about to hear a really interesting performance.

There is a common Myth that Profitability cases are easier. Well, for beginners, that’s may make sense, but I would argue that Profitability cases can be really tricky and candidates without good foundation will make about the same level of mistakes regardless of type of cases given.

The profitability case we are about to watch will show that. It’s a very unconventional

Profitability. It started out like a typical one but getting more and more tricky toward the end.

The candidate is fairly good in term of business intuition, but the Tips & Techniques aspect needs a lot of fine tune! Now let’s go ahead and get started! 

It’s actually a little better to playback the case information and ask clarifications. The candidate does not distinguish between the two and do both at a same time. Also, the candidate was asking these clarifications in an unorganized and unstructured fashion. This is not something terrible, but could have been better, especially when this is the very first part of the case, where the crucial first impression is being formed.

My pitch would sound like this:

“That’s a very interesting problem and I am happy to get the chance to solve it. First of all let me tell you my understanding of the case context and key objectives. Then I would like to ask a few clarifying questions regarding a few terminology and concepts. Both of these are to make sure that I will be solving the right problem.

So here is my understanding of the case: The client is ABC. Here are some DEF facts about the situation we just talked about. And the key case question is XYZ.

Does that correctly and adequately summarize the case?”

Once the interviewer confirms, I would move to the clarification part as follows: “Now I would like to ask a few clarification questions. There are three of them: No 1, … No 2, … and No 3, …”

You may see above pitch as obvious but that’s a perfect example of how you should open any cases. Every details matters. We will point out those details in just a second. But before we do that, it’s actually very helpful if you can go back, listen carefully to the above pitch, and try to point out the great components yourselves. Only after that, go back to this point and learn it all together.

Alright, let’s break down the perfect opening.

First of all, you hear me say: “That’s a very interesting problem and I am happy to get a chance to solve it”. This seems trivial but very beneficial in multiple ways:

1. I bought myself a couple of seconds to calm down and get focused. 2. By nature, we as human unconsciously like those who give us compliments. Nothing better than opening the case with a modest compliment to the interviewer.

And (c) I showed my great attitude towards the case, which the interviewer would assume is the same for real future consulting business problems.

You should do that in your interviews too. Say it and accompany it with the best smile you can give. It shows that you are not afraid of any problems. In fact, you love them and you are always ready for them.

Secondly, I did what I refer to as the “map habit”, which is to always say what you are about to do and then do it. Just like somebody in the car showing the drivers the route before cruising on the road. The driver would love it. This is where I said: “Let me tell you my understanding of the case context and key objectives. Then ABC…”.

Third, right at the beginning of the case, I try to be crystal clear and easy to follow. I don’t let the interviewer confused between playing the case vs. asking clarification questions. I distinguish between the two really carefully. This habit probably doesn’t change the outcome of how the case goes that much, but it certainly significantly changes the impression the interviewer has of me.

Fourth, in playing back the case, each person would have a different way to re-phrase. But there are three buckets to always include:

1. Who is the client 2. The facts regarding the client and the situation and (c) The key question and the objective of the case.

Fifth, after playing the case context and objectives, I pause for a second and ALIGN with the interviewer: “Does it correctly and adequately summarize the case?”. This is a habit that every consulting manager loves for young consultants to do. Nobody wants first-year folks to spend weeks of passion and hard-work building an excel model that the team can’t use. This habit is extensively taught at McKinsey, Bain and BCG, so therefore interviewers would love somebody that exhibits this habit often in case interview.

Lastly, when asking clarification questions, you hear me number them very carefully to create the strong impression that I am very organized and structured. I said I have three clarifying questions. Then I number them as I go through each. No.1, No.2, and No.3.

Sometimes, during interviews it’s hard to know exactly how many items you are going to get. One way is to take timeout often to carefully plan your pitch. If this is not possible in certain situations, you may skip telling how many items you have; but you should definitely still number your question: No.1, No.2; and so on. 

Just a moment ago, the candidate actually exhibited a good habit. After going through his clarification questions, the candidate ended by asking the “is there anything else” question. In this case, I actually give out an important piece of data.

Though this is not very common as not every interviewer is that generous in giving out data. But this is a habit management consultants have to have every day when talking to experts, clients, or key stakeholders. The key is to get the most data and insights out of every interview and this is the type of open-ended question every consultant asks several times a day.

To show of this habit in a case interview is very good!

There are three things I would like you to pay attention to:

First, it took the candidate up to 72 seconds to “gather his thoughts”. This is a little too long in a case interview. I intentionally leave the 72 seconds of silence in the recording so you get an idea of how long that is in real situations. But it’s worth-noting here is not only that. While in some very complicated and weird cases, it’s ok to take that long to really think and gather ideas. In this case, the approach as proposed by the candidate is very simple. For this very approach, I think no more than 15 to 20 seconds should be used.

No.2, with that said, I have told I really like the fact that this candidate exhibits the “map” habit. Before going straight to the approach he draws the overall approach first.

No.3. You also see here that the candidate tried to align the approach with me by asking my thoughts on it. As I just said on the previous comment, this is a great habit to have. Not only does it help reduce chance of going into the wrong direction in case interviews, but it also creates a good impression. Consulting interviewers love people doing it often!

Here we see a not-really-bad response that for sure could be much better. The candidate was going into the first branch of the analysis which is Revenue. I would fix this in 3 aspects:

First, even though we just talked about the overall approach, it’s still better to briefly set up the issue tree first then clearly note that you are going into one branch.

Second, this is not a must, but I always try to make my hypothesis as explicitly clear as possible. Here the candidate just implicitly made a hypothesis that the problem is on the revenue side. The best way to show our hypothesis-driven mindset is to explicitly say it.

Third, you hear this a ton of times in our End-to-End program but I am going to repeat it again and again. It is better to show the habit of aligning here too. Don’t just go into revenue, before doing that, give the interviewer a chance to agree or to actually guide you to Cost.

So, summarizing the above insights, my pitch would sound something like this:

“So as we just discussed, a profit problem is either caused by revenue or by cost. Unless you would like to go into cost first, let’s hypothesize that the problem is on revenue side. I would like to look deeper into Revenue. Do we have any data on the revenue?”

And while saying this, you should literally draw an issue tree and point to each as you speak.

There is an interesting case interview tip I want to point out here. Notice how the candidate responds after receiving two data points from me. He went straight into the next question without at least acknowledging the data received and also without briefly analyzing it.

I am glad that the candidate makes this mistakes… well, not glad for him but for the greater audience of this program. I would like to introduce to you the perfect habit of what you should react and do every time you have any piece of data during case interviews. So three things you need to do:

Step 1: Say … that’s an interesting piece of data. This helps the interviewer acknowledge that you have received and understand the data. This also buys you a little time. And furthermore, it’s always a good thing to give out modest compliments to the interviewer.

Step 2: Describe the data, how it looks, is there any special noteworthy trend? In this case, we should point out that revenue actually grew by more than 50%.

Also notice here that I immediately quantified the difference in specific quantitative measurement (in this case, percentage). Saying revenue went up is good, but it’s great to be able to say revenue went up by more than 50%.

Step 3: Link the trend identified back to the original case question and the hypothesis you have. Does it prove, disprove, or open up new investigation to really test the hypothesis? In this case, this data piece actually opened up new investigating areas to test the hypothesis that the bottleneck is within revenue.

My sample pitch for this step 3 would sound like this: “It’s interesting that revenue went up quite a bit. However, to be able to fully reject our hypothesis on the revenue, I would like to compare our revenue to that of the competitors as well.”

Then only at this point, after going through 3 steps above, I ask for the competitors’ revenue like the candidate did.

Notice here that I ended up asking the same question the candidate did. This shows that the candidate does have a good intuition and thought process. It’s just that he did all of these implicitly on his head.

In consulting case interview, it’s always good to do everything as explicitly as possible. Not only is it easier to follow but it helps show your great thought process.

… the rest of the transcript is available in our End To End Case Interview

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Preparing for case interviews is a hard task when you only have 1 week, so the first part you need to learn during this time is fundamentals of case interview

Case interview in consulting is difficult with the passing rate is around 10%. This is because big consulting firms keep an extremely high recruitment standard

A case interview is where candidates is asked to solve a business problem. They are used by consulting firms to evaluate problem-solving skill & soft skills

What Is a Case Study?

What is a case study interview, how to prep for a case study interview, case study interview example questions, during the case study interview.

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Table of Contents

A case study interview isn’t your average interview. While most interviews ask you to give examples of how you use your skills on the job, in a case study interview, you’ll use those skills in front of the interviewer to solve a real-life problem.

It’s like auditioning for the school play. But instead of showing you can sing and dance, you’re using a case interview to show how you provide innovative solutions to pressing business problems. Not sure how to get ready for this kind of interview? We’ve got you covered. This guide explains how to prep for a case study interview.

Case studies are used across a variety of industries — everything from business to medicine. They are an in-depth examination, analysis, and critique of a real-world scenario the company experienced. People discuss the situation and explore what they learned while forming new solutions to try when they face a similar situation in the future and hope to improve their performance.

For example, doctors and nurses use case studies to improve how they diagnose and treat patients. Using real patient information, the medical team analyzes the case to see what the team may have missed and why they missed it. Learning from these errors helps the team better prepare for similar cases in the future to improve patient care.

While many industries use case studies to iterate and improve their performance, not every company uses case study interviews. This type of interview is very common at consulting companies (no matter what kind of consulting it is). But it’s not unusual for companies outside of consulting to use case interviews for marketing or operations roles.

In a case study interview, you’re given a real-world situation the company has faced and are tasked with analyzing it and suggesting a course of action.

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Skills you’ll build: Prioritizing, planning, data analysis, error spotting, communication, strategic thinking

Businesses use case study interviews to assess your abilities in real-time. While you’ll probably draw on a variety of skills, most case study interviews assess:

• Strategic thinking
• Analytical skills
• Common sense

The advantage of a case study interview is that the interviewer can evaluate your ability in each of these areas and see how you’ll actually use them on the job.

What Is a Fit Interview?

Some people use “case study interview” and “fit interview” interchangeably. While a fit interview and a case study interview both ask behavioral interview questions , they are not the same thing.

A case study interview assesses your ability to do the job. It primarily evaluates how you approach business problems and use your skills to solve them. A fit interview is about company culture fit. The interviewer asks questions that assess how well you’ll fit into the company, like asking you questions about what motivates you or how you lead .

Fit and case interviews are important parts of the evaluation process. Getting the job done is just as critical as getting along with coworkers and supporting the company’s mission. Depending on where you interview, you may have one fit interview and one case study interview, or the fit interview may be a smaller part of the case study interview.

What You’ll Learn in a Case Study Interview

A case study interview allows the hiring manager to see your skills in action and how you approach business challenges. But it also teaches you a lot about the company (even if you’re doing most of the talking).

In a sense, you’re behaving as an employee during a case study interview. This gives you a peek behind the curtain, allowing you to see the company’s inner workings, like how they approach business problems and what they expect from you and your performance.

For example, you may offer a novel approach to solving a problem during a case interview. How does the interviewer react to it? Are they impressed? Surprised? Is there a scowl or frown on their face? Their reaction gives you insights into how the company will likely receive your solutions.

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Depending on the specific company, you may have the case study interview questions in advance, but you may not. Whether you do or don’t, here’s how to prepare for a case study interview.

Conduct Deep Research

Good interview prep for any interview means researching the company. That includes things like learning more about the company’s mission and the challenges the industry faces. But when you’re preparing for a case study interview, your research needs to go deeper. 

When you answer a case study question, your answer has to be specific to the company’s clients or business objectives. For example, if you’re interviewing for a role in strategy consulting , your answer shouldn’t focus on aspects of human resources consulting (unless it’s particularly relevant).

Your research needs to include the kinds of clients the company works with and what types of problems the company solves. For example, the company may only consult for Fortune 100 companies that need accounting advice. Keep these facts in mind as you prepare for the interview.

Case Study Interview Formats

There are four types of case study interview formats:

• Candidate-led: The interviewer asks you a specific question (or gives you a prompt), and you walk the interviewer through a detailed answer.
• Employer-led: The interviewer leads you through a series of specific (and predetermined) prompts and questions, no matter your answers.
• Presentation: You’re given a problem in advance to create and present a detailed case study.
• Video: Similar to a presentation case study interview, you’ll create a video presentation of the case study.

Most companies will tell you in advance which style of case study interview you should prepare for. But if they don’t, reach out to your recruiter or check the company’s website. Many include the essential details you need to prepare for the case study interview.

Seek Out Company-Specific Tips

Speaking of companies and their websites, not only do many companies that use case study interviews tell you the format, they often include helpful tips and tricks to help candidates prepare. This includes what to expect, what the company is looking for skill-wise, and what kinds of responses they want. They may even have a few practice questions and videos you can use to help you prep.

Unlike other common interview questions , it’s not as easy to prepare an answer to case study interview questions. Even though you know it’s a case study interview, you don’t necessarily know the specifics of the case or what problems you’ll be asked to solve.

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That said, it’s likely your case study interview questions will cover one or several of these concepts:

• Entering new markets
• Increasing profits
• Cutting costs
• Turnarounds
• Mergers and acquisitions
• Pricing strategy
• Developing new products
• Industry analysis
• Competitive response

While there are many ways to answer case study interview questions, a few basic prep tips can help you get ready for every question.

In addition to what you usually bring to a job interview , make sure you bring a notepad and pen or pencil to a case study interview. Taking notes will help you better understand the questions and formulate your answers. It also gives you a place to calculate numbers and figures if you need to. Not every case study interview allows calculators, so you’ll need to be ready to do your calculations manually.

Ask Specific Questions

As you’re working through the case study, you can and should ask any clarifying questions you need. The interviewer wants to hear specific, detailed answers that solve the problem. So, whenever you’re unclear, ask a follow-up question to not only get what you need but to give the interviewer what they need. 

That said, your question(s) should be very specific. You need to verify exactly what the interview is asking so you can create an appropriate answer. Say the interviewer gives you a broad question: The client’s revenue is falling. How do you help them increase it? You can follow up with a very specific question or two to make sure you understand what the interviewer is asking:

You’re asking how I would help the client raise revenue, correct? Are you also asking how I would help them increase their profit and cut costs?

>>Related: 5 Top Questions to Ask in an Interview (and Why You Should Ask Them)

Talk Them Through It

A big part of the case study interview is seeing you in action. However, in this case, “see” really means “how you think.” Since the interviewer can’t hear your inner monologue, you’ll need to practice thinking out loud.

While the interviewer wants to hear your solution, they also want to hear how you got there. That means talking through your entire thought process. Instead of saying, “I’d do X,” you have to explain how you arrived at your decision while you’re getting there.

Because not everyone thinks out loud, it may feel unnatural to you, and you likely won’t be expected to do it on the job. But it’s crucial to practice this skill — and it is a skill — because the interviewer is expecting you to do it in a case study interview.

Want to give a case study a shot? Try out a Forage consulting virtual simulation program and gain the skills you’ll need to ace a case study interview.

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Case Interview: The Free Preparation Guide (2024)

The case interview is a challenging interview format that simulates the job of a management consultant , testing candidates across a wide range of problem-solving dimensions.

McKinsey, BCG and Bain – along with other top consulting firms – use the case interview because it’s a statistically proven predictor of how well a candidate will perform in the role. The format is not only used by management consulting firms. Other types of organizations – like tech companies, financial services institutions, and non-profits – often use case interviews to assess candidates who are interviewing for roles focused on shaping strategic initiatives.

If you’re preparing to face a case interview, you may be feeling a little apprehensive. The format is notoriously demanding and unlike any other type of recruitment assessment you may have experienced before. However, with the right preparation and investment of time and effort, it is possible to master.

In this guide, we break down everything you need to know about the case interview, outlining exactly what you need to do to prepare effectively and ace the case.

Key takeaways

• The classic case interview format follows the same steps that a management consultant would encounter on a client project. The interview is a little like a role-play where the interviewer plays the role of a client and the candidate plays the part of the consultant hired to solve the problem.
• Some firms occasionally deviate from the classic case interview format. Popular alternatives include written case studies – which require candidates to review paper documents and then prepare and deliver a presentation – and market sizing case interviews, which require candidates to estimate a number.
• Case interviews test candidates against a set of six problem-solving dimensions: structuring, math, judgment and insights, creativity, synthesis, and case leadership. The interviewer uses a scorecard to assess the candidate’s performance in each of these areas.
• Case interview questions can be about almost any type of challenge or opportunity. However, our research indicates that there are 10 types of questions that are asked most frequently at top consulting firms. These include questions on profit improvement, revenue growth, and market entry.
• To do well in a case interview, it’s vital to create custom interview structures that meet the conditions of the ‘AIM’ test. It helps to have a good working knowledge of key case interview frameworks, but this alone is not sufficient.
• A strong grasp of case math is also crucial when it comes to case interview performance. While only high-school level math skills are required, it’s an aspect of the case interview that many candidates find challenging.
• Successful candidates are able to summarize their findings effectively. They also demonstrate strong case leadership by progressing through the case proactively and remaining focused on its overarching objectives.
• To prepare for a case interview, it’s essential to learn every problem-solving skill that will be assessed. We teach all of these skills in our Interview Prep Course , which contains all the video lectures, sample interviews, case material, and practice tools you’ll need to ace any case interview.
• Most candidates who go on to receive an offer from a top consulting firm like McKinsey, BCG or Bain complete at least 25 live practice sessions with a partner before their interview. You’ll find over 100 high-quality cases in our Case Library and a diverse community of candidates available for practice in our Practice Room .
• Some candidates choose to supplement their preparation by working with a coach who has been an interviewer at a top consulting firm. Here at CaseCoach, our coaches have all been handpicked from the alumni of top firms such as McKinsey, BCG and Bain.
• Although the world’s top consulting firms all test candidates using similar methods, none of them approach the interview process in exactly the same way. If you’re preparing to interview at a top consulting firm, it’s important to do your research and find out what you can expect.

An introduction to the case interview

The case interview format, the classic case interview.

The vast majority of case interviews follow the same steps that management consultants encounter on real client projects.

• Brief: The interviewer gives the candidate a brief for the case. They explain the context in which the client is operating, and outline the challenge they’re facing.
• Clarification: The candidate then has the chance to ask clarifying questions. They might do this to ensure they’ve understood the context of the problem correctly or to confirm the client’s goals.
• Reflection: The candidate takes 60 to 90 seconds or so to reflect and lay out a structured approach to solving the case.
• Analysis: The candidate and interviewer then work through the case together, carrying out analyses and moving toward a recommendation. This is the part of the case where you’ll be handling numerical questions, reviewing exhibits, coming up with creative ideas, and so on. It comprises the vast majority of the time you’ll spend on the case.
• Synthesis: The case concludes with the candidate synthesizing their findings and making an overall recommendation to the client.

So what does this unique interview format look and feel like? In reality, a consulting case interview is a little like a role-play. The interviewer plays the role of a manager or client, and the candidate plays the part of the consultant hired to solve the problem. However, a case interview shouldn’t feel like a performance. The most successful candidates treat it as a natural conversation between two professional people.

In the video below you can see an example of exceptional case interview performance in action. The candidate and interviewer in the video are both former McKinsey interviewers.

Interviewer-led vs candidate-led cases

Although the classic case interview has an established format and assesses a specific set of skills, cases can be delivered in different ways. Some are more candidate-led, while others are more interviewer-led

In a candidate-led case, the candidate is in the driver’s seat and is free to explore different aspects of the problem. Interviewers don’t tell candidates what to focus on next. Instead, they provide additional information – like an exhibit or a new fact – when asked. The candidate then analyzes the information and suggests next steps to get to the answer.

In an interviewer-led case, the interviewer may interrupt the candidate and ask them to either perform a specific investigation or focus on a different aspect of the problem. This doesn’t mean the interview is going badly; the interviewer is simply following a script. As a result, in an interviewer-led case, candidates are less likely to take the wrong path.

It’s difficult to predict which style of case you’ll receive. Some firms are known for using one style of interview more frequently than another. However, in practice, most interviews fall somewhere between the two extremes, depending on the style of the interviewer and the case material they’re using. You should therefore always be ready to suggest next steps and have a view about how to get to the answer.

Other case interview formats

While the classic case interview is most common, there are a couple of other interview formats that top consulting firms use from time to time:

The written case study

Some management consulting firms use written case studies to simulate the experience of carrying out consulting work even more accurately than the classic, verbal case interview. In some locations, BCG and Bain have been known to adopt this approach for a small minority of candidates.

In written cases, candidates review a series of paper documents and then structure the problem, run some numbers, generate ideas and, finally, deliver a short presentation. You can learn more in our article on how to crack written case studies .

Market sizing case interviews

Management consulting firms and other employers sometimes use market sizing questions – also known as estimation questions – as a standalone interview format to assess candidates on a wide range of problem-solving dimensions.

In a market sizing interview, you’ll be asked to estimate a number. This might be something like the revenue of a sandwich store or how many ATMs there are in a certain city. The ability to size a market is also a skill required for solving many case interview questions. You can learn more in our article on how to nail market sizing case interviews .

Some key differences to expect

While case interviews are highly codified, it’s important to remember that every interview is unique.

In the final round of interviews, for example, cases may feel less scripted than they did in the first stage. Partners – who are part of the interviewing group in the final round – often use the same case for years at a time. This means they can deliver it without a script and, as a result, tend to give candidates more room to take the lead. You can learn more in our article on the differences between a first and final-round interview at McKinsey, BCG and Bain .

In addition, each firm or office might bring their own nuance or style to the classic case interview format. It’s important to do your research and find out what you can expect from the interview experience at your target firm or office. You can learn more in our article on how the interviews at McKinsey, BCG and Bain differ .

The skills assessed in case interviews

Case interviews are primarily about testing a set of problem-solving skills. The interviewer uses a scorecard to assess a candidate’s performance in the following dimensions:

• Structuring: This is the ability to break problems down into logical drivers. It’s most obviously required at the beginning of a case, where you can pause and take a moment to come up with an approach. But it’s also tested each time you have to consider a new aspect of the problem.
• Math: Most cases contain a quantitative component, such as estimation questions, break-even questions, or other calculations. To do well in this dimension, you need to lay out a clear and efficient approach, run calculations quickly and accurately, and then state their implications for the case.
• Judgment and insights: This dimension is about extracting insights from data, usually by interpreting information in a chart. Performing well in this area involves processing new information quickly, prioritizing what’s important, and connecting your findings to develop sound recommendations.
• Creativity: Cases often have a creative thinking component. Sharing numerous, varied and sound ideas – ideally in a structured way – can help you succeed here.
• Synthesis: This is all about wrapping up the case with a clear and practical recommendation, and delivering it convincingly.
• Case leadership: This dimension is about progressing through the case efficiently and staying focused on its objectives. Case leadership involves gathering facts effectively and building on new findings to develop a recommendation. It’s a particularly important dimension in candidate-led cases.

Questions to expect

If you’re preparing to interview at a top management consulting firm like McKinsey, BCG or Bain, you’re probably curious about the kind of case interview questions you can expect to receive.

To identify the most common case interview questions , we surveyed CaseCoach users who interviewed at either McKinsey, BCG or Bain for a generalist role in 2023. We found that of the 260+ case interviews reported by respondents:

• 20% focused on profit improvement
• 15% focused on revenue growth
• 12% focused on market entry
• 10% focused on cost cutting
• 9% focused on process optimization

These topics align with the typical challenges and opportunities faced by CEOs. Because the job of a management consultant is to help CEOs find solutions to these problems, it’s vital for candidates to demonstrate that they understand the issues behind these questions.

However, while there are some recurring topics, the context and nuances of each individual case mean that no two case questions are the same. Increasingly, firms are testing candidates on questions that fall outside of these recurring topics. One way they’re doing this is by focusing on non-traditional areas, like the public sector. If you’re interviewing for a generalist management consulting role, it’s therefore important to be ready for almost any type of case question.

If you’re interviewing for a role that’s focused on a specific industry or function, like financial services , you’ll likely be given a case focused on that particular area.

How to ace the case

Case interviews require you to think on your feet to solve a complex problem that you’ve never seen before, while being assessed against a number of problem-solving dimensions. Here’s what you need to do to rise to the challenge and ace the case:

1. Create case interview structures that meet the AIM test

Of all the case interview assessment dimensions, structuring is perhaps the most challenging, particularly for those who are just starting out. It requires candidates to propose a prioritized and insightful approach to the case that’s composed of a comprehensive set of independent drivers. Structuring plays a foundational role in the interview, setting the course for the entire conversation.

So, what does good case structuring look like? An effective structure should meet the conditions of the ‘AIM’ test. ‘AIM’ stands for:

• Answer-focused: The structure should identify the client’s goal and the question to solve. It should also provide an approach to answering that question.
• Insightful: The structure should be tailored to the specifics of the client or to the problem in question. You shouldn’t be able to apply it to another case of the same type.
• MECE: This is a well-known acronym among consultants. It stands for ‘mutually exclusive and collectively exhaustive’. In plain English, if a structure is ‘MECE’ it has been broken down into an exhaustive set of independent drivers.

2. Know key case interview frameworks

In a case interview, you’ll be asked to structure a variety of problems. There are a number of frameworks that can help you do this, whether the problem you’re structuring corresponds to a common case question or a different topic entirely:

Business frameworks

You can use established business frameworks to craft custom structures for the most common types of case questions. These include frameworks for mastering profitability questions , answering revenue growth questions and nailing market sizing questions .

Academic frameworks

For unusual case questions that don’t relate to an obvious business framework, it can be helpful to draw on an academic framework like supply and demand, ‘the three Cs’, or Porter’s Five Forces. You can learn more about all of these in our ultimate guide to case interview frameworks . The article includes other business and academic frameworks that you can use to craft custom structures for case questions.

Logical frameworks

Finally, logical frameworks can help you look at the big picture in order to structure your approach. These options can be particularly useful when you’re faced with an unusual case question that doesn’t lend itself to a business or academic framework. Some examples of logical frameworks include:

• Structuring with equations: This approach is most helpful for quantitative case questions. Listen out for introductions that focus on a number. These cases can often be broken down into an equation and then structured along its variables.
• Structuring based on hypotheses: This approach is most helpful for structuring qualitative cases. It involves laying out what you most need to believe in order to validate a specific recommendation. These beliefs form your set of key hypotheses, which you then test as you progress through the case.
• Structuring with root causes: This approach works well for structuring cases that require identifying the reasons for a problem. It involves laying out its potential causes in a way that is mutually exclusive and collectively exhaustive (i.e. MECE).

How to apply these frameworks

While business, academic, and logical frameworks can be helpful when it comes to structuring a problem, learning how to use them correctly is a skill in itself. Simply applying a framework to a case interview question in a ‘cookie-cutter’ fashion is not enough. To impress your interviewer and pass the AIM test, your structure will need to be heavily tailored to the situation at hand. In fact, many case questions can be best answered by combining different frameworks.

Ultimately, interviewers want to understand how your mind works and see you think on your feet. You’ll therefore need to demonstrate that you can propose a custom case interview structure to any question.

3. Be comfortable with simple math

Management consulting firms expect you to navigate mathematical problems confidently and reliably in case interviews. Regardless of your academic background or past experience, you’ll need to be able to set an approach to solve the problem, perform calculations quickly and accurately, and state the implications of your solution.

The good news is that you’ll only be required to demonstrate a high-school level of math skills in case interviews. However, with no calculators allowed and an interviewer looking over your shoulder, it’s natural to find this aspect of the experience a little intimidating.

So, what can you expect from case math? The problems you’ll be asked to solve may take the form of straight calculations, exhibits that require calculations, word problems, and estimation questions.

To do well in this part of the case interview, you’ll need to have a strong understanding of:

• The four operations: addition, subtraction, multiplication, and division
• Key math concepts such as fractions, percentages, and weighted averages
• Business math concepts such as income statements, investments, and valuations

To stand out to your interviewer, you’ll also need to work through math problems confidently and efficiently. Here are our top tips for doing this:

• Keep track of zeros: Case questions often involve large numbers, sometimes in the millions or even billions. Keeping close track of your zeros is therefore crucial. We recommend either counting the zeros in your calculation, using scientific notation, or assigning letter units to zeros.
• Simplify your calculations: This will help you work through problems quickly and efficiently while reducing the potential for mistakes. One way of simplifying calculations is by rounding numbers up or down to make them more ‘friendly’.
• Memorize frequently-used fractions: Some fraction values are used so frequently in case math that knowing them – along with their percentage value and decimal conversions – can save you significant time. We recommend memorizing the fraction and corresponding percentage and decimal values of 1/2, 1/3, all the way through to 1/10.

You can learn more in our guide to mastering case interview math .

4. Summarize your findings

Synthesis is a key skill assessed by interviewers, predominantly at the end of a case interview. You need to provide a clear and sound recommendation that answers the overall question convincingly. You must also describe the key supporting points that informed your recommendation and then outline any further steps you would advise the client to take.

When it comes to concluding cases effectively, this four-step framework can be extremely helpful:

• Quickly play the case question back to your interviewer.
• Answer the question directly and briefly by distilling your response into a single sentence, if possible.
• List the points that support your conclusion.
• Outline the next steps that you recommend to the client.

You can learn more in our article on how to conclude a case study interview .

5. Bring it all together with strong case leadership

Case leadership, more than any other dimension, will give your interviewer an indication of how independently you could handle your workstream as a consultant. It’s a particularly important skill in candidate-led cases, where you’ll set the course of the discussion without the interviewer steering you in a particular direction.

Demonstrating strong case leadership means progressing the case efficiently and staying focused on its overarching objectives. Using a ‘tracker page’ to capture your structure and organize your notes throughout the case will help you in this regard.

Another aspect of case leadership is gathering facts effectively. This includes making reasonable assumptions, requesting missing information, and asking probing questions.

Finally, you’ll be expected to build on new findings to develop your recommendation, adapt your approach, and suggest next steps.

Effective case leadership is all about showing your interviewer that you have a strong command of the problem-solving process. After investigating each key driver in your structure, you need to be able to articulate where you are in your overall approach to solving the problem, and what the next steps should be.

To do this, we recommend using a five-step process to handle every kind of analysis you conduct during the case, whether you’re responding to a numerical question, the data in an exhibit, or something else.

Here’s what that five-step process looks like:

• Set your approach. Define what you’re going to do upfront. It’s particularly important to be explicit here, especially if the analysis is in any way complex or ambiguous.
• Conduct your analysis. Your approach here will vary according to the kind of question you’re working through.
• State your findings. You may also want to make a note of your findings on your tracker page.
• State the implications of your findings. Explain how they impact both your answer to the question and the client’s broader goal.
• Suggest next steps. Your findings will sometimes change how you want to approach the rest of the case. This may mean altering your initial structure and editing it on your tracker page.

6. Be your best on the day

When the day of your interview comes around, you’ll want to be at your very best. But what exactly does this mean?

First, you should present yourself in a professional manner. It goes without saying that you should arrive on time but, ideally, you should plan to arrive early. You should also come equipped with the right material: a pen, squared A4 or letter-size paper pad, and copies of your resume. It’s also vital to dress appropriately for the occasion. Usually, this means wearing formal business dress, but this means different attires in different locations. We recommend doing some research to find out what consultants wear at your target firm and office.

To be at your best on the day of your interview, you must be well rested. Sadly, tiredness is one of the most common reasons for underperformance in consulting interviews. The day before is not the time to cram in further preparation. Instead, aim to have a quiet day and to get plenty of sleep at night.

Ultimately, consulting firms want to hire people who can represent the firm and interact with clients at every level, from the shop floor to the C-suite. Successful candidates treat the case interview as an opportunity to play the role of a management consultant advising a client (i.e. the interviewer). This means exhibiting a great deal of confidence and credibility, together with effective communication and an engaging attitude. It’s vital to stay focused on the overall problem and to drive the resolution of the case while being receptive to the interviewer’s input.

There are a lot of balls to juggle in a case interview, with the added pressure of a potentially life-changing outcome, but successful candidates don’t let their nerves get the better of them. We’ve provided some helpful hints and tips in our article on handling the stress of consulting interviews .

Being your best on the day of your interview requires extensive preparation. It means mastering each dimension of the case interview scorecard to the extent that the skills become second nature to you. It also means completing sufficient case practice to be able to focus on the big picture of the case you’re solving, rather than on simply demonstrating a set of skills.

How to prepare for case interview success

Delivering a standard of performance worthy of an offer from a top firm requires extensive case interview prep. In our experience, most successful candidates invest around 60 hours – or 10 hours each week over a six-week period – in their preparation. Failing to put this effort in is among the most common reasons why many candidates are unsuccessful.

Here’s what effective case interview preparation involves:

Learning the skills

In a case interview, your performance is assessed against a set of common problem-solving dimensions. To recap, these are structuring, math, judgment and insights, creativity, synthesis, and case leadership. It’s important to:

• gain a precise understanding of the expectations on each of these skills
• learn the techniques that will allow you to meet these expectations
• practice until your performance meets the required standard

We teach all these skills in our Interview Prep Course . In our bite-sized video lectures, we map out each of the key skills assessed in a case, and explain what you need to know to demonstrate each skill. We also share our tips on how to improve in each dimension, going above and beyond the advice we’ve included in this article.

In addition, our Interview Prep Course includes many more sample interviews that show real candidates – who went on to join top consulting firms – solving cases. Former consulting interviewers explain what the candidates did well on each dimension and where they could have improved.

Math is a critical prerequisite to handling cases and is something you should be comfortable with before you begin practicing. Our Case Math Course – provided as part of the Interview Prep Course – will help you brush up your skills. It contains 21 video lectures that cover everything you need to know, including the four operations, key math concepts, our pro tips, and business math.

After watching all our Interview Prep and Case Math video lectures, we recommend heading to the ‘Drills’ area of CaseCoach, where you can start practicing specific skills. Drills are interactive exercises that pose rapid-fire questions and provide instant feedback. They help you build your skills and confidence in specific case dimensions quickly, allowing you to make the most of your live case practice with partners. Our Interview Prep Course includes a comprehensive set of drills in four key areas: structuring, calculation, case math and chart interpretation.

When it comes to succeeding in a case interview, nothing beats live practice with a partner. Most candidates who go on to receive an offer from a top consulting firm like McKinsey, BCG or Bain complete at least 25 live practice sessions before their interview.

To practice live cases with a partner, you’ll need access to both case material and practice partners. In our Case Library , you’ll find over 100 cases – complete with solutions – developed by former management consultants. You can download eight of these cases right away by creating a free CaseCoach account. You’ll find a diverse community of fellow candidates who are all available for case interview practice in our Practice Room , where we facilitate over 3,000 practice sessions a week.

You can learn more in our article on how to practice case interviews .

Working with a coach

Some candidates choose to supplement their preparations by working with a consulting interview coach who has been an interviewer at a top firm.

These coaches have the skills and experience to gauge your level of performance and help you identify your areas of strength and weakness. They can also provide you with accurate and helpful feedback on your case-solving skills. This insight can help you accelerate your preparation and improve your performance. Getting used to interviewing with a professional should also help to reduce the stress of the consulting interview experience.

Here at CaseCoach, our coaches are all former consultants and interviewers who have been handpicked from the alumni of top firms such as McKinsey, BCG and Bain.

Do your research

Although employers who use case interviews all test candidates using similar methods, none of them approach the interview process in exactly the same way.

For instance, if you expect to interview with McKinsey, Bain or BCG, it’s helpful to know that these firms all give cases of similar complexity. However, there are some key differences. For example:

• Bain has been known to use estimation questions, such as market sizing, in interviews for its most junior (i.e. Associate Consultant level) roles.
• BCG and Bain occasionally use written cases.
• When it comes to the ‘fit’ interview, McKinsey uses its Personal Experience Interview format, while most Bain offices now use a ‘behavioral interview’ . Only BCG consistently uses the classic fit interview format .

Other differences include the number of rounds of interviews each firm conducts, and their preference for using interviewer-led or candidate-led cases. Wherever you interview, it’s vital to do your research and find out what you might be able to expect.

When it comes to getting ready for the case interview, knowing what you will be assessed on, learning how to succeed, and having access to the best practice resources can all go a long way. Now, you need to put in the hard work and prepare! Good luck.

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How to Succeed in a Case Study Interview

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Instructor: Jena Viviano

You’ve nailed the first few rounds of interviews, and now you’ve been invited to participate in a case study interview. Curious about what this next stage of the process looks like? In this course, Jena Viviano breaks it down for you, explaining the basic components of a case study interview, how to prepare, and what to do to project confidence and engage your interviewer. Learn how case study interview questions are used and why employers find them beneficial. Discover the key elements that interviewers use to evaluate your answers. Plus, learn how to formulate key questions to dig deeper into the case, develop your own framework for every case study answer, and craft a conclusion with supporting rationale that’s concise and clear. Jena also provides tips for quelling your performance anxiety, as well as sample case study questions that give you a better understanding of what to expect.

Secrets to a successful case-study interview

January 9, 2023

Prepping for (and maybe fretting) the case-study interview?

While this kind of interview may appear intimidating, consider this: The interviewer really wants you to do well.

So, shake off the nerves, relax and have fun.

Tips for standing out in the case-study interview: 

• Take your time; don't rush it.  Talk through the problem. If you can't make sense of it, take a moment and allow yourself some time to process what you've been missing. If you get stuck, get creative. Don't let yourself get bogged down; rely on your ingenuity. 
• Ask questions.  You can always ask your interviewer to define an acronym or to repeat or confirm details. If the interviewer asks, “How do we achieve success?”, don’t be afraid to ask, “What does ‘success’ mean to you? Is it turning a profit? Raising the company’s profile?” When you work on a client project, you need to ask questions to figure out what the problems might be, and the same applies here. The interviewer is your biggest asset in the room. They have the information you need to “solve the case” successfully. Use them wisely!
• Be flexible.  The focus of a case-study interview may vary. So, be prepared to participate in whatever discussion the interviewer has in mind. They may spend the first half of the interview asking about your previous experience, or they may dive right into the case study at the start. The bottom line: Be flexible, and be ready to discuss the work you do and how you do it.
• Use visual aids.  Don’t be afraid to use pen and paper, sketch out your thoughts, and talk through the problem at hand if it helps you get your ideas across. What matters most is demonstrating that you can solve problems.
• Focus on impact.  Inventory the information you have, and then dive in where you can have the most impact. Don’t forget to discuss your thought process and explain your assumptions.
• Tell a story.  Your experience has helped you progress in your career and education; use that experience. For example, in a business case study, you could bring your experience as a traveler to a case about a hypothetical airline. Your individuality is important. Your unique insights will serve you well when you’re interviewing.
• Pay attention to cues.  If the interviewer says something, it probably means something. Don’t dismiss seemingly extraneous details. For example, the interviewer might say, “The case is about a retailer who wants to increase the value of a company it purchased, and the owner loved the brand when growing up.” The purpose of that detail is to indicate that turning around and selling the asset is not an option for making it profitable, because the owner is attached to it.

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Anaam Zamorano

RECRUITING ASSOCIATE MANAGER, HOUSTON, TEXAS

Hacking the Case Interview

Case interview frameworks or consulting frameworks are arguably the most critical component of a case interview. Outstanding case frameworks   set you up for success for the case while poor frameworks make the case difficult to solve.

Struggling on how to use frameworks in your case interviews? Unsure of which frameworks to use?

Don't worry because we have you covered! We'll teach you step-by-step, how to craft tailored and unique frameworks for any case interview situation.

By the end of this article, you will learn four different strategies on how to create unique and tailored frameworks for any case interview.

Strategy #1: Creating Frameworks from Scratch

• Strategy #2: Memorizing 8 – 10 Broad Business Areas
• Strategy #3: Breaking Down Stakeholders
• Strategy #4: Breaking Down Processes
• Strategy #5: Two-Part MECE Frameworks

You will apply these strategies to learn how to create case frameworks for the six most common types of case interviews.

Profitability Framework

Market entry framework, merger and acquisition framework, pricing framework, new product framework, market sizing framework.

You will also learn six consulting frameworks that nearly every consultant knows.

Porter’s Five Forces Framework

Swot framework, 4 p’s framework, 3 c’s / business situation framework, bcg 2x2 matrix framework, mckinsey 7s framework.

If you’re looking for a step-by-step shortcut to learn case interviews quickly, enroll in our case interview course . These insider strategies from a former Bain interviewer helped 30,000+ land consulting offers while saving hundreds of hours of prep time.

What is a Case Interview Framework?

A case interview framework is simply a tool that helps you structure and break down complex problems into simpler, smaller components. Think of a framework as brainstorming different ideas and organizing them into different categories.

Let’s look at an example: Coca-Cola is a large manufacturer and retailer of non-alcoholic beverages, such as sodas, juices, sports drinks, and teas. They are looking to grow and are considering entering the beer market in the United States. Should they enter?

In order for you to decide whether Coca-Cola should enter the beer market, you likely have many different questions you’d like to ask:

• Does Coca-Cola know how to produce beer?
• Would people buy beer made by Coca-Cola?
• Where would Coca-Cola sell its beer?
• How much would it cost to enter the beer market?
• Will Coca-Cola be profitable from selling beer?
• How would Coca-Cola outcompete competitors?
• What is the size of the beer market in the United States?

This is not a very structured way of thinking through the case. The questions are listed in no particular order. Additionally, many of the questions are similar to one another and could be grouped together.

A case framework would provide a structure to organize these ideas and questions in a way that is easy to understand.

A framework for this case might look like the following.

Notice that we have simplified the list of questions we had into four main categories. These broad categories are frequently called framework “buckets.” Also notice that we have grouped similar questions together under each framework bucket.

This case framework tells us what areas we need to explore in order to make a recommendation to Coca-Cola. It also clearly shows what questions we need to answer under each area.

This is the power of a case interview framework. It simplifies a complex business problem into smaller and separate components that we can tackle one at a time.

So how do you develop a case framework? The next section will reveal four robust strategies for creating unique and tailored consulting frameworks for any case interview.

Case Interview Framework Strategies

There are four case interview framework strategies you should have in your toolkit:  

When given a case interview, you will need to decide which framework strategy you want to use. Some framework strategies will be more effective than others depending on what type of case interview you get.

Therefore, choose the case framework strategy that is easiest for you given the type of case that you get.

This case framework strategy can be used for any type of case. This is the most time-consuming strategy, but yields case frameworks that are the most tailored and unique for the given case interview.

To create a framework from scratch, ask yourself what 3 – 4 statements must be true for you to be 100% confident in your recommendation. These 3 – 4 areas will become the buckets in your framework.

Once you have your framework buckets, brainstorm a few questions for each bucket that you need answers to.

Let’s return to the Coca-Cola case example in which we are asked to determine whether or not they should enter the beer market. What 3 – 4 statements must be true for us to recommend that Coca-Cola should enter the beer market?

The four major statements that must be true are:

• The beer market is an attractive market
• Competitors in the market are weak
• Coca-Cola has the capabilities to produce outstanding beer
• Coca-Cola will be highly profitable from entering the beer market

These will be the major areas or buckets in our framework.

Next, let’s add a few bullet points under each area to add more detail to our case framework.

To determine whether the beer market is attractive, we would need to know the market size, the market growth rate, and the average profit margins in the market.

To assess whether the market is competitive, we would need to know who the competitors are, how much market share they have, and if they have any differentiation or competitive advantages.

To decide whether Coca-Cola has the capabilities to produce beer, we need to know if there are any capability gaps or if there are significant synergies that Coca-Cola can leverage.

Finally, to determine the expected profitability of entering the market, we would need to know what expected revenues are, what expected costs are, and how long it would take Coca-Cola to break even.

This gives us our case framework.

You can repeat this process for any case interview that you get to create an outstanding case framework.

Strategy #2: Memorizing 8 – 10 Broad Business Areas to Make a Framework

Creating case frameworks from scratch can be quite time-consuming. Because of this, many interview candidates make the mistake of using memorized frameworks for case interviews.

Candidates will either use a single memorized framework for every case or memorize a different framework for every type of case interview.

The issue with using memorized frameworks is that they aren’t tailored to the specific case you are solving for. When given an atypical business problem, your framework areas or buckets will not be entirely relevant.

A poor framework makes the case interview significantly more difficult to solve.

Additionally, Interviewers can easily tell that you are regurgitating memorized information and not thinking critically.

Instead of creating frameworks from scratch each time, this second case framework strategy provides a method to speed up the process while still creating frameworks that are unique and tailored to the case. Additionally, you won’t need to memorize multiple different frameworks.

First, memorize a list of 8 - 10 broad business areas, such as the following:

When given a case, mentally run through this list and pick the 3 - 5 areas that are most relevant to the case.

This will be your framework.

If the list does not give you enough areas for your framework, brainstorm and add your own ideas as areas to your framework.

Finally, add a few bullet points under each area to add more detail to your case framework.

This strategy guarantees that your framework elements are relevant to the case. It also demonstrates that you can create unique, tailored frameworks for every business problem.

Let’s return to the Coca-Cola case example in which we are asked to determine whether or not they should enter the beer market.

Running through our list of memorized framework areas, the following six areas would be relevant:

• Market attractiveness : Is the beer market attractive?
• Competitive landscape : How tough is competition?
• Company capabilities : Does Coca-Cola have the capabilities to enter the market?
• Profitability : Will Coca-Cola be profitable from entering the market?
• Risks : What are the risks of entering the market?
• Strategic alternatives : Are there other more attractive markets Coca-Cola should enter?

You can pick 3 – 5 of these areas as the basis for your framework.

This strategy is a shortcut for creating unique and tailored frameworks for every business problem. Even if you and a friend used this same strategy, you both may end up with different frameworks.

That is completely fine. As long as the buckets in your framework are major areas and are relevant to the case, your case framework will be significantly better than most candidates’ frameworks.

You do not need to develop a framework entirely from scratch every time to create outstanding case frameworks. This case framework strategy can be applied to over 90% of case interviews.

For the remaining 10% of case interviews, you will need to learn and use the next two case interview framework strategies.

Strategy #3: Breaking Down Stakeholders to Make a Framework

The first two case framework strategies can be applied to over 90% of cases. However, some cases may require you to identify and focus on various stakeholders that are involved in running or operating a business.

For these cases, the primary areas of your case framework will be these major stakeholders.

Let’s take a look at an example: Your client is a non-profit blood bank. They have volunteer nurses that go to schools and companies to collect blood from donors. They then sell this blood to hospitals, which use this blood for emergency situations when a blood transfusion is required. Currently, Hearts4Lives is not profitable because they are not able to collect enough blood to sell to their hospital partners. What can they do to fix this?

This case involves many different stakeholders:

• Volunteer nurses
• Blood donors
• Schools and companies

For cases in which many different stakeholders are involved, it will be useful to look at each stakeholder and determine what each could do to address the problem.

One potential framework could look like the following:

Strategy #4: Breaking Down Processes to make a Framework

Similar to the previous case framework strategy, some cases may require you to focus on improving or optimizing a particular process.

For these cases, the primary areas of your case framework will be each major step of the process.

Let’s take a look at an example: Your client is a waste disposal company that manages a fleet of drivers and garbage trucks that go to residential homes, collect garbage, and then dump the garbage in city landfills. They have an obligation to collect each home’s garbage once a week. Recently, they have been failing to meet this requirement and are backed up with garbage disposal requests. What is causing this issue and what should they do to fix it?

For cases involving processes and efficiencies, it can be helpful to look at the different components or steps in the process.

We can think about the process of collecting and disposing of garbage in the following steps:

• Get in a garbage truck
• Drive along a designated route
• Collect garbage at each stop
• Dispose of the garbage in the landfill

Using these steps as the primary areas of our framework, we can create the following case framework:

Once you have systematically listed all of the steps in a process, you can identify the pain points or bottlenecks that are causing the issue and determine ways to improve the process.

Strategy #5: Two-part MECE Frameworks

An easy way to make a 100% MECE framework is to use a two-part MECE framework. For the first step, start with a X and Not X framework. Some examples include:

• Internal / external
• Short-term / long-term
• Economic / non-economic
• Quantitative / qualitative
• Direct / indirect
• Supply-side / demand-side
• Upside / downside
• Benefits / cost

There are probably hundreds more frameworks that follow this pattern.

These frameworks are by definition 100% MECE. Since all of these frameworks are X or Not-X, they are mutually exclusive. There is no redundancy or overlap between X and Not-X.

Together, X and Not-X are also completely exhaustive. They cover the universe of all ideas and possibilities.

The X and Not-X framework by itself is good enough for a lot of the questions you could get asked in a case interview.

If you’re asked to brainstorm ways to decrease costs, you can create a framework consisting of decreasing variable costs and decreasing non-variable costs, also known as fixed costs.

If you’re asked to brainstorm barriers to entry, you can create a framework consisting of economic barriers to entry, such as cash and equipment, and non-economic barriers to entry, such as brand name or distribution channels.

However, to take your framework to the next level and truly impress your interviewer, we have the option of doing step two.

Step two involves adding another layer of X and Not X into your framework. What do we mean by this?

Let’s say you are trying to help a city decide whether they should host the upcoming summer Olympics. You start off with a framework consisting of benefits and costs. You can take this framework to the next level by adding another layer, such as adding in short-term and long-term.

With this additional layer, your framework now has four categories: short-term benefits, long-term benefits, short-term costs, and long-term costs. This is a 100% MECE framework that enables you to think through all possible considerations in deciding whether a city should host the Olympics.

Let’s look at another example. Suppose you are trying to figure out how to reduce a company’s costs. You start with a framework consisting of variable costs and fixed costs. You can take this framework to the next level by adding another layer, such as direct and indirect.

With this additional layer, your framework now has four categories: ways to directly reduce variable costs, ways to indirectly reduce variable costs, ways to directly reduce fixed costs, and ways to indirectly reduce fixed costs. This is another 100% MECE framework.

Case Frameworks: The 6 Most Common Frameworks

There are six common case frameworks in consulting case interviews.  

Profitability frameworks are the most common types of frameworks you’ll likely use in consulting first round interviews.

A profitability case might look like this: “An electric car manufacturer has recently been experiencing a decline in profits. What should they do?”

There are two steps to solving a profitability case.

First, you need to understand quantitatively, what is the driver causing the decline in profits?

You should know the following basic profit formulas.

Is the decline in profitability due to a decline in revenue, an increase in costs, or both?

On the revenue side, what is causing the decline? Is it from a decrease in quantity of units sold? If so, is the decrease concentrated in a particular product line, geography, or customer segment?

Or is the decline due to a decrease in price? Are we selling products at a lower price? Is there a sales mix change? In other words, are we selling more low-priced products and fewer high-priced products?

On the cost side, what is causing the increase in costs? Is it from an increase in variable costs? If so, which cost elements have gone up?

Or is the increase in costs due to an increase in fixed costs? If so, which fixed costs have gone up?

Next, you need to understand qualitatively, what factors are driving the decline in profitability that you identified in the previous step.

Looking at customers, have customer needs or preferences changed? Have their purchasing habits or behaviors changed? Have their perceptions of the company changed?

Looking at competitors, have new players entered the market? Have existing competitors made any recent strategic moves? Are competitors also experiencing a decline in profitability?

Looking at the market, are there any market trends that we should be aware of? For example, are there new technology or regulatory changes? How do these trends impact profitability?

Putting all of this together, we get the following profitability framework.

Once you have gone through this profitability framework and understand both quantitatively what is causing the decline in profits and qualitatively why this is happening, you can begin brainstorming ideas to address the profitability issue.

Among the ideas that you brainstorm, you can prioritize which recommendations to focus on based on the level of impact and ease of implementation.

See the video below for an example of how to solve a profitability case using this profitability framework.

Market entry frameworks are the second most common types of frameworks you’ll likely use in consulting first round interviews.

A market entry case might look like this: “Coca-Cola is considering entering the beer market in the United States. Should they enter?”

To create a market entry framework, there are typically four statements that need to be true in order for you to recommend entering the market:

• The market is attractive
• Competition is weak
• The company has the capabilities to enter
• The company will be highly profitable from entering the market

These statements form the foundation of our market entry framework.

Note the logical order of the buckets in the framework.

We first want to determine whether the market is attractive. Then, we need to check if competition is weak and if there is an opportunity to capture meaningful market share.

If these two conditions are true, then we need to confirm that the company actually has the capabilities to enter the market.

Finally, even if the company has the capabilities to enter the market, we need to verify that they will be profitable from entering.

This is a logical progression that your market entry framework will take you through to develop a recommendation for market entry cases.

Merger and acquisition frameworks are also common frameworks you’ll use in consulting interviews.

There are two common business situations.

The first situation is a company looking to acquire another company in order to access a new market, access new customers, or to grow its revenues and profits.

Another situation is a private equity company looking to acquire a company as an investment. Their goal is to then grow the business using their operational expertise and then sell the company years later for a high return on investment. This type of case interview is called a private equity case interview .

In either of these situations, mergers and acquisition cases typically involve acquiring an attractive, successful company.

It is rare to get a case in which a company or private equity firm is looking to acquire a poorly performing company to purchase at a discount. Nevertheless, you can always clarify the goal of the merger or acquisition with the interviewer before beginning the case.

In order to recommend making an acquisition, four statements need to be true.  

• The market that the acquisition target is in is attractive
• The acquisition target is an attractive company
• The acquisition generates meaningful synergies
• The acquisition target is at a great price and will generate high returns on investment

These statements become the basis of our merger and acquisition framework.

Synergies is an area that should absolutely be included in any merger or acquisition framework. A merger or acquisition can lead to revenue synergies and cost synergies.

Revenue synergies include:

• Having access to new customer segments
• Having access to new markets
• Having access to new distribution channels
• Cross-selling opportunities
• Up-selling opportunities

Cost synergies include:

• Eliminating cost redundancies
• Consolidating functions or groups
• Increasing buying power with suppliers, manufacturers, distributors, or retailers

Pricing frameworks are used in cases involving the pricing of a product or service. To develop a pricing framework, you should be familiar with the three different ways to price a product or service.

• Pricing based on costs : set a price by applying a profit margin on the total costs to produce or deliver the product or service
• Pricing based on competition : set a price based on what competitors are charging for products similar to yours
• Pricing based on value added : set a price by quantifying the benefits that the product provides customers

Your answer to pricing cases will likely involve a mix of all three of these pricing strategies.

Your pricing framework will look something like the following.

Pricing based on costs will determine the minimum price you can realistically set. Pricing based on value added will determine the maximum possible price. Pricing based on competition will determine which price in between these two price points you should set.

In order to get customers to purchase your product, the difference between your price point and the customer’s maximum willingness to pay must be greater than or equal to the difference between your competitor’s price point and the customer’s maximum willingness to pay for their product.

New product frameworks are used to help a company decide whether or not to launch a product or service.

New product frameworks share many similarities with market entry frameworks. In order to recommend launching a new product, the following statements would need to be true:

• The product targets an attractive market segment
• The product meets customer needs and is superior to competitor products
• The company has the capabilities to successfully launch the product
• Launching the product will be highly profitable

Expanding on these areas, your new product framework could look like the following:

A comprehensive guide to market sizing questions and market sizing frameworks can be found in our comprehensive market sizing article. You can also watch the video below:

As a summary, market sizing or estimation questions ask you to determine the size of a particular market or to estimate a particular figure.

There are two different market sizing frameworks or approaches:

• Top-down approach : start with a large number and then refine and break down the number until you get your answer
• Bottom-up approach : start with a small number and then build up and increase the number until you get your answer

To create your market sizing framework, simply write out in bullet points, the exact steps you would take to calculate the requested market size or estimation figure.

Consulting Frameworks Every Consultant Knows

There are six consulting frameworks that nearly every consultant knows.

I would not recommend using these exact frameworks during a case interview because the interviewer may think you are just regurgitating memorized information instead of thinking critically about the case.

Instead use the four framework strategies that we covered earlier in this article to create tailored and unique frameworks for each case.

Nevertheless, it is helpful to review these common consulting frameworks in order to understand the fundamental concepts and business principles behind them.

Porter’s Five Forces framework was developed by Harvard Business School professor Michael Porter. This framework is used to analyze the attractiveness of a particular industry.

There are five forces that determine whether an industry is attractive or unattractive.

Competitive rivalry:  How competitive is the industry?

The more competitive an industry is in terms of number and strength of competitors, the less attractive the industry is. The less competitive an industry is, the more attractive the industry is.

Supplier power:  How much power do suppliers have?

Suppliers are companies that provide the raw materials for your company to produce goods or services. The fewer suppliers there are, the more bargaining power suppliers have in setting prices. The more suppliers there are, the weaker bargaining power suppliers have in setting prices.

Therefore, high supplier power makes the industry less attractive while low supplier power makes the industry more attractive.   

Buyer power:  How much power do buyers have?

Buyers are customers or companies that purchase your company’s product. The more buyers there are, the weaker bargaining power buyers have in setting prices. The fewer buyers there are, the more bargaining power buyers have in setting prices.

Therefore, high buyer power makes the industry less attractive while low buyer power makes the industry more attractive.   

Threat of substitution:  How difficult is it for customers to find and use substitutes over your product?

The availability of many substitutes makes the industry less attractive while a lack of substitutes makes the industry more attractive

Threat of new entry:  How difficult is it for new players to enter the market?

If barriers to entry are high, then it is difficult for new players to enter the market and it is easier for existing players to maintain their market share.

If barriers to entry are low, then it is easy for new players to enter the market and more difficult for existing players to maintain their market share.

A low threat of new entrants makes the market more attractive while a high threat of new entrants makes the market less attractive.

A SWOT framework is used to assess a company’s strategic position. SWOT stands for strengths, weaknesses, opportunities, and threats.

Strengths : What does the company do well? What qualities separate them from competitors?

Weaknesses : What does the company do poorly? What are the things that competitors do better?

Opportunities : Where are the company’s opportunities for growth or improvement?

Threats : Who are the most threatening competitors? What are the major risks to the company’s business?

The 4 P’s framework is used to develop a marketing strategy for a product. The 4 P’s in this framework are: product, place, promotion, and price.

Product : If there are multiple products or different versions of a product, you will need to decide which product to market. To do this, you will need to fully understand the benefits and points of differentiation of each product.

Select the product that best fits customer needs for the customer segment you are focusing on.

Place : You will need to decide where the product will be sold to customers. Different customer segments have different purchasing habits and behaviors. Therefore, some distribution channels will be more effective than others.

Should the product be sold directly to the customer online? Should the product be sold in the company’s stores? Should the product be sold through retail partners instead?

Promotion : You will need to decide how to spread information about the product to customers. Different customer segments have different media consumption habits and preferences. Therefore, some promotional strategies will be more effective than others.

Promotional techniques and strategies include advertising, social media marketing, email marketing, search engine marketing, video marketing, and public relations. Select the strategies and techniques that will be the most effective.

Price : You will need to decide how to price the product. Pricing is important because it determines the profits and the quantity of units sold. Pricing can also communicate information on the quality or value of the product.

If you price the product too high, you may be pricing the product above your customer segment’s willingness to pay. This would lead to lost sales.

If you price the product too low, you may be losing potential profit from customers who were willing to pay a higher price. You may also be losing profits from customers who perceive the product as low-quality due to a low price point.

In deciding on a price, you can consider the costs to produce the product, the prices of other similar products, and the value that you are providing to customers.

The 3 C’s framework is used to develop a business strategy for a company. 3 C’s stands for customers, competition, and company.

The business situation framework was developed by a former McKinsey consultant, Victor Cheng, who added a fourth component to this framework, product.

Both of these frameworks are used to develop a business strategy for a company in a variety of situations, such as market entry, new product launch, and acquisition.

There is another similar framework called the 4C framework that expands upon the 3 C's. The 4C framework stands for customer, competition, capabilities, and cost.

The BCG 2x2 Matrix Framework was developed by BCG founder Bruce Hendersen. It is used to examine all of the different businesses of a company to determine which businesses the company should invest in and focus on.

The BCG 2x2 Matrix has two different dimensions:

• Market growth : How quickly is the market growing?
• Relative market share : How much market share does the company have compared to competitors?

Each business of the company can be assessed on these two dimensions on a scale of low to high. This is what creates the 2x2 Matrix because it creates four different quadrants.

Each quadrant has a recommended strategy.

• Stars : These are businesses that have high market growth rate and high relative market share. These businesses should be heavily invested in so they can continue to grow.
• Cows :   These are businesses that have low market growth rate, but high relative market share. These businesses should be maintained since they are stable, profitable businesses.
• Dogs :   These are businesses that have low market growth rate and low relative market share. These businesses should not be invested in and should possibly even be divested to free up cash for other businesses.
• Unknown : These are businesses that have high market growth rate and low relative market share. The strategy for these businesses is not clear. With enough investment, these businesses could become stars. However, these businesses could also become dogs if the market growth slows or declines.

The McKinsey 7S Framework was developed by two former McKinsey consultants, Tom Peters and Robert Waterman. The 7S Framework identifies seven elements that a company needs to align on in order to be successful.

These elements are:

• Strategy : The company’s plan to grow and outcompete competitors
• Structure : The organization of the company
• Systems : The company’s daily activities and processes
• Shared values : The core beliefs, values, or mission of the company
• Style : The style of leadership or management used
• Staff : The employees that are hired
• Skills : The capabilities of the company’s employees

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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Conduct a High-Value Case Study Interview (And 4 Mistakes To Avoid)

Let’s talk about case study interviews.

Case studies allow brands to demonstrate exactly how they can help resolve specific pain points, how customers are using their products or tools, and an exact example of what kind of results people can expect. 

This is important because plenty of businesses make big claims, trying to outshine their competition. There isn’t a marketing agency out there that won’t promise to get you more reach or a law firm that doesn’t like to appear confident in their ability to win cases.

Every brand will proclaim that they can best solve their customer’s needs, but those claims on their own rarely mean much. They want to know that you can live up to what you promise, and seeing case studies from existing clients can win them over.

To create high-value case studies that can help you attract and convert customers, it only makes sense that you’ll need to start with a killer interview.

In this post, we’re going to look at how to conduct a case study interview that will help you create high-value case studies to draw attention and quality leads to your business.

Why Interviewing Clients Directly for Case Studies Is So Important 

We’re all busy, so it can be tempting to put off case studies or relegate the case study interviews to a quick Google form that asks specific questions.

While you can create basic case studies off of this information, especially if you only want to showcase quick results, it won’t be nearly as impactful as case studies created off of more in-depth interviews.

These interviews can take place by email, phone, Zoom, or in person, but the idea is that there is plenty of room for open discussion. Actual interviews can help you go beyond basic information so that you can get to the story and the pain points of how your clients have been impacted. 

There’s also a great chance that they’ll share more during an open conversation that can be a crucial component to the case study that they may not have thought to share on a form because you may not have thought to ask. 

Strong case study interviews are an essential part of creating dynamic, engaging content that can actually convince your target audience that you’re the right business to purchase from.

How to Prepare for Case Study Interviews 

Conducting a rocking case study interview all comes down to great preparation, so let’s take a look at how to do exactly this. 

Think About Your Target Audience’s Pain Points 

Before you start formulating your case study interview questions, you want to think about what you want your case studies to convey. 

Case studies allow you to go beyond sharing simple results (which are powerful enough on their own and should still be an important part of the content), allowing you to dive into more nuance to address the pain points of potential leads fully. 

For example, a virtual phone line company may want to consider going beyond stressing their 99% service uptimes and touch on additional features they offer. Emphasizing that offer call scheduling to give business owners more of their time back on an automated basis, for example. 

This case study from AdEspresso is an excellent example of what to look at when considering your audience’s pain points. There’s a client who ran highly seasonal campaigns who didn’t want to leverage discounts to drive sales to keep it fair for pre-order customers. It discusses her specific challenges and pain points and addresses the overall solution instead of simply listing results. 

As pain points can be a crucial part of writing compelling case studies , break down your audience’s niches and different needs that they may have. You can ask your interviewee questions that can help you tap into the pain points for the case study. We’ll look at specific questions for how to tackle this in a moment.

Expect Interviewee Objections 

When you first reach out to a potential case study subject and start discussing the idea of featuring their brand, know that you may encounter objections from the subject themselves.

They may be alright with you using some part of their story, strategy, or results while still being concerned about protecting their own or their business’s privacy. 

As a content marketer, for example, I know exactly how many of my posts are performing across some of my client sites, how much they drive in revenue, how much traffic they’re getting, and what’s bringing them there. 

A client may be okay with me talking about working with them or sharing samples but might be less than thrilled about me divulging information about their specific site pattern trends, the custom-for-them strategy we used, or their revenue. For example, the case study from SEMRush below is extremel y specific; not all clients may be comfortable with this.

Be prepared for this before you reach out, and consider what you can do to accommodate requests. These objections may arise before the case study interview, but they may pop up during as well.

Here are a few examples of common workarounds: 

• Instead of saying that my post for Bob’s Blog helped the site go from $100 in revenue to $200, I can say that it doubled the revenue or doubled conversion rates (whatever is accurate).
• Maybe I can share the general strategy I used for Bob’s blog without actually naming them and omitting key identifying details, like the keywords used. 
• They may be alright with you sharing the detailed strategy and general results (2x conversion rate instead of 5.6% conversion rate) and the brand name , OR they may only be okay with sharing their story and results. 

Each client is different and comfortable with sharing different information. While it is typically most beneficial to be able to name the client’s brand name, if this isn’t an option consider settling for a more specific industry tag like “a client in the women’s sustainable fashion industry” instead.

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Ready Your Case Study Interview Questions 

After you’ve thought about potential objections and any key notes you really want to focus on with your case study, you can put together your case study interview questions.

We’ll discuss specific case study interview questions and templates a bit later on, but prepare these in advance. Ideally, research each individual case study subject in advance and try to ask questions that will be relevant to them. 

This is important- write your questions down, even if you’ll be having a phone call. Organize them with the natural progression you expect the call or conversation to take so you don’t lose your train of thought, and check back before the call is over to make sure you’ve asked everything you need to.

At the end of the interview, ask if there’s anything else they’d like to share. Don’t forget this: some of the best parts of case studies can surprise the interviewer at the time!

Look for a Story 

When you’re putting together your questions and interviewing the case study subject, keep your eyes open for a “story.” 

Stories don’t have to be long and complex; they should center your brand whenever possible. 

If your automation software helps a business owner save time, that’s an appealing benefit. But if they’re happy to share that it meant that they could put more time into expanding their business or that they could be at home more with their newborn child, that takes a simple fact and makes it more emotionally compelling. 

You can build an entire case study around a great story, and you can see exactly how effective this is with the headline of this case study from Freshbooks , reading “How Freshbooks Helped Marc Keep His New Year’s Resolution.

4 Case Study Interview Mistakes to Avoid

When you’re preparing for and conducting case study interviews, there are a few common mistakes that you’ll want to avoid. These can cause you to miss out on potential interviews or lessen the impact of the interviews themselves.

Make sure to avoid the following mistakes:

• Using a single form that’s emailed to case study subjects. Whenever possible, back-and-forth conversations can typically yield much more dynamic case studies. While some clients may firmly want to stick to email, try to opt for zoom calls or at least several emails if you can. 
• Not being clear on what information you can use in the case study. Make sure they know that you’ll publish it on your site, and get their permission in writing (email is fine!) to feature them and their results. It’s considered a good practice to let the client review the case study before you publish it if they’re concerned. 
• Trying to shoehorn a client into a predetermined story. I once worked with another content writer on a case study project, and during the interview, it was so clear they were trying to fit a subject’s experience into this perfect story the writer had concocted. This typically doesn’t work, however, and it can prevent you from finding the great and unique parts of each individual’s story and success. Go in with an open mind if you can. 
• Skipping small talk. If you go in all-business, the case study subject may be more likely to answer only what’s asked. When you start on the basis of enjoying the conversation, however, they’ll share more, and that can be where the magic happens.

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Case Study Interview Examples: What This May Look Like 

Need a case study interview template with plenty of questions to draw inspiration from? What you ask will vary depending on your industry, your client, and the type of case study you want to create, but there are some set questions you should ask across the board.

It’s good to break these down into different sections while asking open-ended questions so that there’s plenty of room for the subject to share more. 

Start by asking about the brand with questions like the following:

• “Can you tell me about your brand and what you do?”
• “Is there anything you’d like us to make sure our readers know about your brand?”

Then move on to asking about how they use the product and their challenges. Some case study interview questions for this may include:

• “Why did you decide to use our brand/product/service? What feature made you choose us?”
• “What pain points and challenges did you have before coming to us?”
• “Have you tried other solutions before? If so, why did you decide to come to us?”

Next, focus on process and results:

• “Can you tell us how you’ve used our product/service and how it’s helped your business?”
• “What results did you get? Did it speed up your team/improve efficiency/drive more results/improve health/ insert use case here?”
• How long were you able to maintain these results, and how did the results help you?

Final Thoughts 

A case study interview can seem like a daunting task, but with a little bit of research ahead of time, it can be a smooth process that can yield exceptional information for outstanding case studies. Remember that case studies can only be as strong as the information you have, so the importance of a great interview can’t be overstated.

For best results, take a look at a few case studies online that you liked as a customer, and think about what you’d need to ask in order to get that information. That can help you cover your bases and ensure that you’re asking everything you need to.

Interested in identifying and converting potential high-value leads? Breadcrumbs can help. Start for free today!

2 thoughts on “How to Conduct a High-Value Case Study Interview (And 4 Mistakes To Avoid)”

Very insightful tips on how to make case study interviews. Case studies can be crucial when it comes to testimonials of your product’s success and it can be tricky to ask the right questions – and avoid mistakes!

I’ve been researching about this topic for a while – thanks for the detailed plan you set out in this article about how to conduct case study interviews. Not only mistakes to avoid but also a communications plan to explain the benefits to clients giving interviews for case studies.

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• Knowledge Base

Methodology

• What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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McCombes, S. (2023, November 20). What Is a Case Study? | Definition, Examples & Methods. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/methodology/case-study/

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The Ultimate Guide to Qualitative Research - Part 1: The Basics

• Introduction and overview
• What is qualitative research?
• What is qualitative data?
• Examples of qualitative data
• Qualitative vs. quantitative research
• Mixed methods
• Qualitative research preparation
• Theoretical perspective
• Theoretical framework
• Literature reviews

Research question

• Conceptual framework
• Conceptual vs. theoretical framework

Data collection

• Qualitative research methods
• Focus groups
• Observational research

What is a case study?

Applications for case study research, what is a good case study, process of case study design, benefits and limitations of case studies.

• Ethnographical research
• Ethical considerations
• Confidentiality and privacy
• Power dynamics
• Reflexivity

Case studies

Case studies are essential to qualitative research , offering a lens through which researchers can investigate complex phenomena within their real-life contexts. This chapter explores the concept, purpose, applications, examples, and types of case studies and provides guidance on how to conduct case study research effectively.

Whereas quantitative methods look at phenomena at scale, case study research looks at a concept or phenomenon in considerable detail. While analyzing a single case can help understand one perspective regarding the object of research inquiry, analyzing multiple cases can help obtain a more holistic sense of the topic or issue. Let's provide a basic definition of a case study, then explore its characteristics and role in the qualitative research process.

Definition of a case study

A case study in qualitative research is a strategy of inquiry that involves an in-depth investigation of a phenomenon within its real-world context. It provides researchers with the opportunity to acquire an in-depth understanding of intricate details that might not be as apparent or accessible through other methods of research. The specific case or cases being studied can be a single person, group, or organization – demarcating what constitutes a relevant case worth studying depends on the researcher and their research question .

Among qualitative research methods , a case study relies on multiple sources of evidence, such as documents, artifacts, interviews , or observations , to present a complete and nuanced understanding of the phenomenon under investigation. The objective is to illuminate the readers' understanding of the phenomenon beyond its abstract statistical or theoretical explanations.

Characteristics of case studies

Case studies typically possess a number of distinct characteristics that set them apart from other research methods. These characteristics include a focus on holistic description and explanation, flexibility in the design and data collection methods, reliance on multiple sources of evidence, and emphasis on the context in which the phenomenon occurs.

Furthermore, case studies can often involve a longitudinal examination of the case, meaning they study the case over a period of time. These characteristics allow case studies to yield comprehensive, in-depth, and richly contextualized insights about the phenomenon of interest.

The role of case studies in research

Case studies hold a unique position in the broader landscape of research methods aimed at theory development. They are instrumental when the primary research interest is to gain an intensive, detailed understanding of a phenomenon in its real-life context.

In addition, case studies can serve different purposes within research - they can be used for exploratory, descriptive, or explanatory purposes, depending on the research question and objectives. This flexibility and depth make case studies a valuable tool in the toolkit of qualitative researchers.

Remember, a well-conducted case study can offer a rich, insightful contribution to both academic and practical knowledge through theory development or theory verification, thus enhancing our understanding of complex phenomena in their real-world contexts.

What is the purpose of a case study?

Case study research aims for a more comprehensive understanding of phenomena, requiring various research methods to gather information for qualitative analysis . Ultimately, a case study can allow the researcher to gain insight into a particular object of inquiry and develop a theoretical framework relevant to the research inquiry.

Why use case studies in qualitative research?

Using case studies as a research strategy depends mainly on the nature of the research question and the researcher's access to the data.

Conducting case study research provides a level of detail and contextual richness that other research methods might not offer. They are beneficial when there's a need to understand complex social phenomena within their natural contexts.

The explanatory, exploratory, and descriptive roles of case studies

Case studies can take on various roles depending on the research objectives. They can be exploratory when the research aims to discover new phenomena or define new research questions; they are descriptive when the objective is to depict a phenomenon within its context in a detailed manner; and they can be explanatory if the goal is to understand specific relationships within the studied context. Thus, the versatility of case studies allows researchers to approach their topic from different angles, offering multiple ways to uncover and interpret the data .

The impact of case studies on knowledge development

Case studies play a significant role in knowledge development across various disciplines. Analysis of cases provides an avenue for researchers to explore phenomena within their context based on the collected data.

This can result in the production of rich, practical insights that can be instrumental in both theory-building and practice. Case studies allow researchers to delve into the intricacies and complexities of real-life situations, uncovering insights that might otherwise remain hidden.

Types of case studies

In qualitative research , a case study is not a one-size-fits-all approach. Depending on the nature of the research question and the specific objectives of the study, researchers might choose to use different types of case studies. These types differ in their focus, methodology, and the level of detail they provide about the phenomenon under investigation.

Understanding these types is crucial for selecting the most appropriate approach for your research project and effectively achieving your research goals. Let's briefly look at the main types of case studies.

Exploratory case studies

Exploratory case studies are typically conducted to develop a theory or framework around an understudied phenomenon. They can also serve as a precursor to a larger-scale research project. Exploratory case studies are useful when a researcher wants to identify the key issues or questions which can spur more extensive study or be used to develop propositions for further research. These case studies are characterized by flexibility, allowing researchers to explore various aspects of a phenomenon as they emerge, which can also form the foundation for subsequent studies.

Descriptive case studies

Descriptive case studies aim to provide a complete and accurate representation of a phenomenon or event within its context. These case studies are often based on an established theoretical framework, which guides how data is collected and analyzed. The researcher is concerned with describing the phenomenon in detail, as it occurs naturally, without trying to influence or manipulate it.

Explanatory case studies

Explanatory case studies are focused on explanation - they seek to clarify how or why certain phenomena occur. Often used in complex, real-life situations, they can be particularly valuable in clarifying causal relationships among concepts and understanding the interplay between different factors within a specific context.

Intrinsic, instrumental, and collective case studies

These three categories of case studies focus on the nature and purpose of the study. An intrinsic case study is conducted when a researcher has an inherent interest in the case itself. Instrumental case studies are employed when the case is used to provide insight into a particular issue or phenomenon. A collective case study, on the other hand, involves studying multiple cases simultaneously to investigate some general phenomena.

Each type of case study serves a different purpose and has its own strengths and challenges. The selection of the type should be guided by the research question and objectives, as well as the context and constraints of the research.

The flexibility, depth, and contextual richness offered by case studies make this approach an excellent research method for various fields of study. They enable researchers to investigate real-world phenomena within their specific contexts, capturing nuances that other research methods might miss. Across numerous fields, case studies provide valuable insights into complex issues.

Critical information systems research

Case studies provide a detailed understanding of the role and impact of information systems in different contexts. They offer a platform to explore how information systems are designed, implemented, and used and how they interact with various social, economic, and political factors. Case studies in this field often focus on examining the intricate relationship between technology, organizational processes, and user behavior, helping to uncover insights that can inform better system design and implementation.

Health research

Health research is another field where case studies are highly valuable. They offer a way to explore patient experiences, healthcare delivery processes, and the impact of various interventions in a real-world context.

Case studies can provide a deep understanding of a patient's journey, giving insights into the intricacies of disease progression, treatment effects, and the psychosocial aspects of health and illness.

Asthma research studies

Specifically within medical research, studies on asthma often employ case studies to explore the individual and environmental factors that influence asthma development, management, and outcomes. A case study can provide rich, detailed data about individual patients' experiences, from the triggers and symptoms they experience to the effectiveness of various management strategies. This can be crucial for developing patient-centered asthma care approaches.

Other fields

Apart from the fields mentioned, case studies are also extensively used in business and management research, education research, and political sciences, among many others. They provide an opportunity to delve into the intricacies of real-world situations, allowing for a comprehensive understanding of various phenomena.

Case studies, with their depth and contextual focus, offer unique insights across these varied fields. They allow researchers to illuminate the complexities of real-life situations, contributing to both theory and practice.

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Understanding the key elements of case study design is crucial for conducting rigorous and impactful case study research. A well-structured design guides the researcher through the process, ensuring that the study is methodologically sound and its findings are reliable and valid. The main elements of case study design include the research question , propositions, units of analysis, and the logic linking the data to the propositions.

The research question is the foundation of any research study. A good research question guides the direction of the study and informs the selection of the case, the methods of collecting data, and the analysis techniques. A well-formulated research question in case study research is typically clear, focused, and complex enough to merit further detailed examination of the relevant case(s).

Propositions

Propositions, though not necessary in every case study, provide a direction by stating what we might expect to find in the data collected. They guide how data is collected and analyzed by helping researchers focus on specific aspects of the case. They are particularly important in explanatory case studies, which seek to understand the relationships among concepts within the studied phenomenon.

Units of analysis

The unit of analysis refers to the case, or the main entity or entities that are being analyzed in the study. In case study research, the unit of analysis can be an individual, a group, an organization, a decision, an event, or even a time period. It's crucial to clearly define the unit of analysis, as it shapes the qualitative data analysis process by allowing the researcher to analyze a particular case and synthesize analysis across multiple case studies to draw conclusions.

Argumentation

This refers to the inferential model that allows researchers to draw conclusions from the data. The researcher needs to ensure that there is a clear link between the data, the propositions (if any), and the conclusions drawn. This argumentation is what enables the researcher to make valid and credible inferences about the phenomenon under study.

Understanding and carefully considering these elements in the design phase of a case study can significantly enhance the quality of the research. It can help ensure that the study is methodologically sound and its findings contribute meaningful insights about the case.

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Conducting a case study involves several steps, from defining the research question and selecting the case to collecting and analyzing data . This section outlines these key stages, providing a practical guide on how to conduct case study research.

Defining the research question

The first step in case study research is defining a clear, focused research question. This question should guide the entire research process, from case selection to analysis. It's crucial to ensure that the research question is suitable for a case study approach. Typically, such questions are exploratory or descriptive in nature and focus on understanding a phenomenon within its real-life context.

Selecting and defining the case

The selection of the case should be based on the research question and the objectives of the study. It involves choosing a unique example or a set of examples that provide rich, in-depth data about the phenomenon under investigation. After selecting the case, it's crucial to define it clearly, setting the boundaries of the case, including the time period and the specific context.

Previous research can help guide the case study design. When considering a case study, an example of a case could be taken from previous case study research and used to define cases in a new research inquiry. Considering recently published examples can help understand how to select and define cases effectively.

Developing a detailed case study protocol

A case study protocol outlines the procedures and general rules to be followed during the case study. This includes the data collection methods to be used, the sources of data, and the procedures for analysis. Having a detailed case study protocol ensures consistency and reliability in the study.

The protocol should also consider how to work with the people involved in the research context to grant the research team access to collecting data. As mentioned in previous sections of this guide, establishing rapport is an essential component of qualitative research as it shapes the overall potential for collecting and analyzing data.

Collecting data

Gathering data in case study research often involves multiple sources of evidence, including documents, archival records, interviews, observations, and physical artifacts. This allows for a comprehensive understanding of the case. The process for gathering data should be systematic and carefully documented to ensure the reliability and validity of the study.

Analyzing and interpreting data

The next step is analyzing the data. This involves organizing the data , categorizing it into themes or patterns , and interpreting these patterns to answer the research question. The analysis might also involve comparing the findings with prior research or theoretical propositions.

Writing the case study report

The final step is writing the case study report . This should provide a detailed description of the case, the data, the analysis process, and the findings. The report should be clear, organized, and carefully written to ensure that the reader can understand the case and the conclusions drawn from it.

Each of these steps is crucial in ensuring that the case study research is rigorous, reliable, and provides valuable insights about the case.

The type, depth, and quality of data in your study can significantly influence the validity and utility of the study. In case study research, data is usually collected from multiple sources to provide a comprehensive and nuanced understanding of the case. This section will outline the various methods of collecting data used in case study research and discuss considerations for ensuring the quality of the data.

Interviews are a common method of gathering data in case study research. They can provide rich, in-depth data about the perspectives, experiences, and interpretations of the individuals involved in the case. Interviews can be structured , semi-structured , or unstructured , depending on the research question and the degree of flexibility needed.

Observations

Observations involve the researcher observing the case in its natural setting, providing first-hand information about the case and its context. Observations can provide data that might not be revealed in interviews or documents, such as non-verbal cues or contextual information.

Documents and artifacts

Documents and archival records provide a valuable source of data in case study research. They can include reports, letters, memos, meeting minutes, email correspondence, and various public and private documents related to the case.

These records can provide historical context, corroborate evidence from other sources, and offer insights into the case that might not be apparent from interviews or observations.

Physical artifacts refer to any physical evidence related to the case, such as tools, products, or physical environments. These artifacts can provide tangible insights into the case, complementing the data gathered from other sources.

Ensuring the quality of data collection

Determining the quality of data in case study research requires careful planning and execution. It's crucial to ensure that the data is reliable, accurate, and relevant to the research question. This involves selecting appropriate methods of collecting data, properly training interviewers or observers, and systematically recording and storing the data. It also includes considering ethical issues related to collecting and handling data, such as obtaining informed consent and ensuring the privacy and confidentiality of the participants.

Data analysis

Analyzing case study research involves making sense of the rich, detailed data to answer the research question. This process can be challenging due to the volume and complexity of case study data. However, a systematic and rigorous approach to analysis can ensure that the findings are credible and meaningful. This section outlines the main steps and considerations in analyzing data in case study research.

Organizing the data

The first step in the analysis is organizing the data. This involves sorting the data into manageable sections, often according to the data source or the theme. This step can also involve transcribing interviews, digitizing physical artifacts, or organizing observational data.

Categorizing and coding the data

Once the data is organized, the next step is to categorize or code the data. This involves identifying common themes, patterns, or concepts in the data and assigning codes to relevant data segments. Coding can be done manually or with the help of software tools, and in either case, qualitative analysis software can greatly facilitate the entire coding process. Coding helps to reduce the data to a set of themes or categories that can be more easily analyzed.

Identifying patterns and themes

After coding the data, the researcher looks for patterns or themes in the coded data. This involves comparing and contrasting the codes and looking for relationships or patterns among them. The identified patterns and themes should help answer the research question.

Interpreting the data

Once patterns and themes have been identified, the next step is to interpret these findings. This involves explaining what the patterns or themes mean in the context of the research question and the case. This interpretation should be grounded in the data, but it can also involve drawing on theoretical concepts or prior research.

Verification of the data

The last step in the analysis is verification. This involves checking the accuracy and consistency of the analysis process and confirming that the findings are supported by the data. This can involve re-checking the original data, checking the consistency of codes, or seeking feedback from research participants or peers.

Like any research method , case study research has its strengths and limitations. Researchers must be aware of these, as they can influence the design, conduct, and interpretation of the study.

Understanding the strengths and limitations of case study research can also guide researchers in deciding whether this approach is suitable for their research question . This section outlines some of the key strengths and limitations of case study research.

Benefits include the following:

• Rich, detailed data: One of the main strengths of case study research is that it can generate rich, detailed data about the case. This can provide a deep understanding of the case and its context, which can be valuable in exploring complex phenomena.
• Flexibility: Case study research is flexible in terms of design , data collection , and analysis . A sufficient degree of flexibility allows the researcher to adapt the study according to the case and the emerging findings.
• Real-world context: Case study research involves studying the case in its real-world context, which can provide valuable insights into the interplay between the case and its context.
• Multiple sources of evidence: Case study research often involves collecting data from multiple sources , which can enhance the robustness and validity of the findings.

On the other hand, researchers should consider the following limitations:

• Generalizability: A common criticism of case study research is that its findings might not be generalizable to other cases due to the specificity and uniqueness of each case.
• Time and resource intensive: Case study research can be time and resource intensive due to the depth of the investigation and the amount of collected data.
• Complexity of analysis: The rich, detailed data generated in case study research can make analyzing the data challenging.
• Subjectivity: Given the nature of case study research, there may be a higher degree of subjectivity in interpreting the data , so researchers need to reflect on this and transparently convey to audiences how the research was conducted.

Being aware of these strengths and limitations can help researchers design and conduct case study research effectively and interpret and report the findings appropriately.

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Georgia authorities release video of interviews with school shooting suspect

Authorities in Georgia have released video recordings of their 2023 interview with a teen who is now suspected high school shooter, and his father.

Colt Gray, the 14-year-old who authorities accuse of killing four people in a shooting last week at Apalachee High School in Barrow County, and his father Colin, answered questions from Sheriff's deputies in May of 2023. Authorities were following up on reports from an FBI tip line that someone had posted messages threatening to commit a school shooting.

The FBI said the boy denied making the threats and his father said his son didn't have "unsupervised" access to hunting guns in the house.

"I'm telling you right now, we talk about it quite a bit — all the school shootings, things that happen, 'Hey are you getting picked on at school' — he is. He's getting picked on at school," Colin Gray told officers in the video reviewed by Scripps News. "He knows the seriousness of weapons and what they can do and how to use them and not use them. And so it's kind of a little bit a shock. So, in whatever y'all are telling him, please instill in him that if this, whatever or wherever this is coming from, this is no joke."

The FBI said that immediately following the interviews, "there was no probable cause for arrest or to take any additional law enforcement action on the local, state or federal levels."

RELATED STORY | Teen charged with killing 4 at Georgia high school and father appear in court

The Jackson County Sheriff's Office also said nothing had justified bringing charges against either Gray or his father in 2023.

“We did not drop the ball at all on this,” Jackson County Sheriff Janis Mangum told The Associated Press. “We did all we could do with what we had at the time.”

But both of Gray's parents had expressed concerns over their son's struggles. His father told authorities he was bullied at school, and his mother called the school roughly half an hour before the shooting occurred to warn staff of an "extreme emergency," urging the counselor to check on her son.

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• Published: 08 September 2024

Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study

• Haozhe Jiang   ORCID: orcid.org/0000-0002-7870-0993 1 ,
• Ritesh Chugh   ORCID: orcid.org/0000-0003-0061-7206 2 ,
• Xuesong Zhai   ORCID: orcid.org/0000-0002-4179-7859 1 , 3   nAff7 ,
• Ke Wang 4 &
• Xiaoqin Wang 5 , 6  

Humanities and Social Sciences Communications volume  11 , Article number:  1162 ( 2024 ) Cite this article

Metrics details

Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher’s self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs.

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Introduction.

In the past decade, there has been a surge in the advancement and widespread adoption of Science, Technology, Engineering, and Mathematics (STEM) education on a global scale (Jiang et al. 2021 ; Jiang et al. 2022 ; Jiang et al. 2023 ; Jiang et al. 2024a , b ; Zhan et al. 2023 ; Zhan and Niu 2023 ; Zhong et al. 2022 ; Zhong et al. 2024 ). Concurrently, there has been a growing chorus of advocates urging the integration of Arts and Humanities (A&H) into STEM education (e.g., Alkhabra et al. 2023 ; Land 2020 ; Park and Cho 2022 ; Uştu et al. 2021 ; Vaziri and Bradburn 2021 ). STEM education is frequently characterized by its emphasis on logic and analysis; however, it may be perceived as deficient in emotional and intuitive elements (Ozkan and Umdu Topsakal 2021 ). Through the integration of Arts and Humanities (A&H), the resulting STEAM approach has the potential to become more holistic, incorporating both rationality and emotional intelligence (Ozkan and Umdu Topsakal 2021 ). Many studies have confirmed that A&H can help students increase interest and develop their understanding of the contents in STEM fields, and thus, A&H can attract potential underrepresented STEM learners such as female students and minorities (Land 2020 ; Park and Cho 2022 ; Perignat and Katz-Buonincontro 2019 ). Despite the increasing interest in STEAM, the approaches to integrating A&H, which represent fundamentally different disciplines, into STEM are theoretically and practically ambiguous (Jacques et al. 2020 ; Uştu et al. 2021 ). Moreover, studies have indicated that the implementation of STEAM poses significant challenges, with STEM educators encountering difficulties in integrating A&H into their teaching practices (e.g., Boice et al. 2021 ; Duong et al. 2024 ; Herro et al. 2019 ; Jacques et al. 2020 ; Park and Cho 2022 ; Perignat and Katz-Buonincontro 2019 ). Hence, there is a pressing need to provide STEAM teachers with effective professional training.

Motivated by this gap, this study proposes a novel five-stage framework tailored for teacher professional development programs specifically designed to facilitate the integration of A&H into STEM teaching (IAT). Following the establishment of this framework, a series of teacher professional development programs were implemented. To explain the framework, a qualitative case study is employed, focusing on examining a specific teacher professional development program’s impact on a pre-service teacher’s self-efficacy. The case narratives, with a particular focus on the pre-service teacher’s changes in teacher self-efficacy, are organized chronologically, delineating stages before and after each stage of the teacher professional development program. More specifically, meaningful vignettes of the pre-service teacher’s learning and teaching experiences during the teacher professional development program are offered to help understand the five-stage framework. This study contributes to understanding teacher self-efficacy, teacher professional learning model and the design of IAT teacher professional development programs.

Theoretical background

The conceptualization of steam education.

STEM education can be interpreted through various lenses (e.g., Jiang et al. 2021 ; English 2016 ). As Li et al. (2020) claimed, on the one hand, STEM education can be defined as individual STEM disciplinary-based education (i.e., science education, technology education, engineering education and mathematics education). On the other hand, STEM education can also be defined as interdisciplinary or cross-disciplinary education where individual STEM disciplines are integrated (Jiang et al. 2021 ; English 2016 ). In this study, we view it as individual disciplinary-based education separately in science, technology, engineering and mathematics (English 2016 ).

STEAM education emerged as a new pedagogy during the Americans for the Arts-National Policy Roundtable discussion in 2007 (Perignat and Katz-Buonincontro 2019 ). This pedagogy was born out of the necessity to enhance students’ engagement, foster creativity, stimulate innovation, improve problem-solving abilities, and cultivate employability skills such as teamwork, communication and adaptability (Perignat and Katz-Buonincontro 2019 ). In particular, within the framework of STEAM education, the ‘A’ should be viewed as a broad concept that represents arts and humanities (A&H) (Herro and Quigley 2016 ; de la Garza 2021 , Park and Cho 2022 ). This conceptualization emphasizes the need to include humanities subjects alongside arts (Herro and Quigley 2016 ; de la Garza 2021 ; Park and Cho 2022 ). Sanz-Camarero et al. ( 2023 ) listed some important fields of A&H, including physical arts, fine arts, manual arts, sociology, politics, philosophy, history, psychology and so on.

In general, STEM education does not necessarily entail the inclusion of all STEM disciplines collectively (Ozkan and Umdu Topsakal 2021 ), and this principle also applies to STEAM education (Gates 2017 ; Perignat and Katz-Buonincontro 2019 ; Quigley et al. 2017 ; Smith and Paré 2016 ). As an illustration, Smith and Paré ( 2016 ) described a STEAM activity in which pottery (representing A&H) and mathematics were integrated, while other STEAM elements such as science, technology and engineering were not included. In our study, STEAM education is conceptualized as an interdisciplinary approach that involves the integration of one or more components of A&H into one or more STEM school subjects within educational activities (Ozkan and Umdu Topsakal 2021 ; Vaziri and Bradburn 2021 ). Notably, interdisciplinary collaboration entails integrating one or more elements from arts and humanities (A&H) with one or more STEM school subjects, cohesively united by a shared theme while maintaining their distinct identities (Perignat and Katz-Buonincontro 2019 ).

In our teacher professional development programs, we help mathematics, technology, and science pre-service teachers integrate one component of A&H into their disciplinary-based teaching practices. For instance, we help mathematics teachers integrate history (a component of A&H) into mathematics teaching. In other words, in our study, integrating A&H into STEM teaching (IAT) can be defined as integrating one component of A&H into the teaching of one of the STEM school subjects. The components of A&H and the STEM school subject are brought together under a common theme, but each of them remains discrete. Engineering is not taught as an individual subject in the K-12 curriculum in mainland China. Therefore, A&H is not integrated into engineering teaching in our teacher professional development programs.

Self-efficacy and teacher self-efficacy

Self-efficacy was initially introduced by Bandura ( 1977 ) as a key concept within his social cognitive theory. Bandura ( 1997 ) defined self-efficacy as “people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives” (p. 71). Based on Bandura’s ( 1977 ) theory, Tschannen-Moran et al. ( 1998 ) defined the concept of teacher self-efficacy Footnote 1 as “a teacher’s belief in her or his ability to organize and execute the courses of action required to successfully accomplish a specific teaching task in a particular context” (p. 233). Blonder et al. ( 2014 ) pointed out that this definition implicitly included teachers’ judgment of their ability to bring about desired outcomes in terms of students’ engagement and learning. Moreover, OECD ( 2018 ) defined teacher self-efficacy as “the beliefs that teachers have of their ability to enact certain teaching behavior that influences students’ educational outcomes, such as achievement, interest, and motivation” (p. 51). This definition explicitly included two dimensions: teachers’ judgment of the ability related to their teaching performance (i.e., enacting certain teaching behavior) and their influence on student outcomes.

It is argued that teacher self-efficacy should not be regarded as a general or overarching construct (Zee et al. 2017 ; Zee and Koomen 2016 ). Particularly, in the performance-driven context of China, teachers always connect their beliefs in their professional capabilities with the educational outcomes of their students (Liu et al. 2018 ). Therefore, we operationally conceptualize teacher self-efficacy as having two dimensions: self-efficacy in individual performance and student outcomes (see Table 1 ).

Most importantly, given its consistent association with actual teaching performance and student outcomes (Bray-Clark and Bates 2003 ; Kelley et al. 2020 ), teacher self-efficacy is widely regarded as a pivotal indicator of teacher success (Kelley et al. 2020 ). Moreover, the enhancement of teaching self-efficacy reflects the effectiveness of teacher professional development programs (Bray-Clark and Bates 2003 ; Kelley et al. 2020 ; Wong et al. 2022 ; Zhou et al. 2023 ). For instance, Zhou et al. ( 2023 ) claimed that in STEM teacher education, effective teacher professional development programs should bolster teachers’ self-efficacy “in teaching the content in the STEM discipline” (p. 2).

It has been documented that teachers frequently experience diminished confidence and comfort when teaching subject areas beyond their expertise (Kelley et al. 2020 ; Stohlmann et al. 2012 ). This diminished confidence extends to their self-efficacy in implementing interdisciplinary teaching approaches, such as integrated STEM teaching and IAT (Kelley et al. 2020 ). For instance, Geng et al. ( 2019 ) found that STEM teachers in Hong Kong exhibited low levels of self-efficacy, with only 5.53% of teachers rating their overall self-efficacy in implementing STEM education as higher than a score of 4 out of 5. Additionally, Hunter-Doniger and Sydow ( 2016 ) found that teachers may experience apprehension and lack confidence when incorporating A&H elements into the classroom context, particularly within the framework of IAT. Considering the critical importance of teacher self-efficacy in STEM and STEAM education (Kelley et al. 2020 ; Zakariya, 2020 ; Zhou et al. 2023 ), it is necessary to explore effective measures, frameworks and teacher professional development programs to help teachers improve their self-efficacy regarding interdisciplinary teaching (e.g., IAT).

Teacher professional learning models

The relationship between teachers’ professional learning and students’ outcomes (such as achievements, skills and attitudes) has been a subject of extensive discussion and research for many years (Clarke and Hollingsworth 2002 ). For instance, Clarke and Hollingsworth ( 2002 ) proposed and validated the Interconnected Model of Professional Growth, which illustrates that teacher professional development is influenced by the interaction among four interconnected domains: the personal domain (teacher knowledge, beliefs and attitudes), the domain of practice (professional experimentation), the domain of consequence (salient outcomes), and the external domain (sources of information, stimulus or support). Sancar et al. ( 2021 ) emphasized that teachers’ professional learning or development never occurs independently. In practice, this process is inherently intertwined with many variables, including student outcomes, in various ways (Sancar et al. 2021 ). However, many current teacher professional development programs exclude real in-class teaching and fail to establish a comprehensive link between teachers’ professional learning and student outcomes (Cai et al. 2020 ; Sancar et al. 2021 ). Sancar et al. ( 2021 ) claimed that exploring the complex relationships between teachers’ professional learning and student outcomes should be grounded in monitoring and evaluating real in-class teaching, rather than relying on teachers’ self-assessment. It is essential to understand these relationships from a holistic perspective within the context of real classroom teaching (Sancar et al. 2021 ). However, as Sancar et al. ( 2021 ) pointed out, such efforts in teacher education are often considered inadequate. Furthermore, in the field of STEAM education, such efforts are further exacerbated.

Cai et al. ( 2020 ) proposed a teacher professional learning model where student outcomes are emphasized. This model was developed based on Cai ( 2017 ), Philipp ( 2007 ) and Thompson ( 1992 ). It has also been used and justified in a series of teacher professional development programs (e.g., Calabrese et al. 2024 ; Hwang et al. 2024 ; Marco and Palatnik 2024 ; Örnek and Soylu 2021 ). The model posits that teachers typically increase their knowledge and modify their beliefs through professional teacher learning, subsequently improving their classroom instruction, enhancing teaching performance, and ultimately fostering improved student learning outcomes (Cai et al. 2020 ). Notably, this model can be updated in several aspects. Firstly, prior studies have exhibited the interplay between teacher knowledge and beliefs (e.g., Basckin et al. 2021 ; Taimalu and Luik 2019 ). This indicates that the increase in teacher knowledge and the change in teacher belief may not be parallel. The two processes can be intertwined. Secondly, the Interconnected Model of Professional Growth highlights that the personal domain and the domain of practice are interconnected (Clarke and Hollingsworth 2002 ). Liu et al. ( 2022 ) also confirmed that improvements in classroom instruction may, in turn, influence teacher beliefs. This necessitates a reconsideration of the relationships between classroom instruction, teacher knowledge and teacher beliefs in Cai et al.’s ( 2020 ) model. Thirdly, the Interconnected Model of Professional Growth also exhibits the connections between the domain of consequence and the personal domain (Clarke and Hollingsworth 2002 ). Hence, the improvement of learning outcomes may signify the end of teacher learning. For instance, students’ learning feedback may be a vital source of teacher self-efficacy (Bandura 1977 ). Therefore, the improvement of student outcomes may, in turn, affect teacher beliefs. The aforementioned arguments highlight the need for an updated model that integrates Cai et al.’s ( 2020 ) teacher professional learning model with Clarke and Hollingsworth’s ( 2002 ) Interconnected Model of Professional Growth. This integration may provide a holistic view of the teacher’s professional learning process, especially within the complex contexts of STEAM teacher education.

The framework for teacher professional development programs of integrating arts and humanities into STEM teaching

In this section, we present a framework for IAT teacher professional development programs, aiming to address the practical challenges associated with STEAM teaching implementation. Our framework incorporates the five features of effective teacher professional development programs outlined by Archibald et al. ( 2011 ), Cai et al. ( 2020 ), Darling-Hammond et al. ( 2017 ), Desimone and Garet ( 2015 ) and Roth et al. ( 2017 ). These features include: (a) alignment with shared goals (e.g., school, district, and national policies and practice), (b) emphasis on core content and modeling of teaching strategies for the content, (c) collaboration among teachers within a community, (d) adequate opportunities for active learning of new teaching strategies, and (e) embedded follow-up and continuous feedback. It is worth noting that two concepts, namely community of practice and lesson study, have been incorporated into our framework. Below, we delineate how these features are reflected in our framework.

(a) The Chinese government has issued a series of policies to facilitate STEAM education in K-12 schools (Jiang et al. 2021 ; Li and Chiang 2019 ; Lyu et al. 2024 ; Ro et al. 2022 ). The new curriculum standards released in 2022 mandate that all K-12 teachers implement interdisciplinary teaching, including STEAM education. Our framework for teacher professional development programs, which aims to help teachers integrate A&H into STEM teaching, closely aligns with these national policies and practices supporting STEAM education in K-12 schools.

(b) The core content of the framework is IAT. Specifically, as A&H is a broad concept, we divide it into several subcomponents, such as history, culture, and visual and performing arts (e.g., drama). We are implementing a series of teacher professional development programs to help mathematics, technology and science pre-service teachers integrate these subcomponents of A&H into their teaching Footnote 2 . Notably, pre-service teachers often lack teaching experience, making it challenging to master and implement new teaching strategies. Therefore, our framework provides five step-by-step stages designed to help them effectively model the teaching strategies of IAT.

(c) Our framework advocates for collaboration among teachers within a community of practice. Specifically, a community of practice is “a group of people who share an interest in a domain of human endeavor and engage in a process of collective learning that creates bonds between them” (Wenger et al. 2002 , p. 1). A teacher community of practice can be considered a group of teachers “sharing and critically observing their practices in growth-promoting ways” (Näykki et al. 2021 , p. 497). Long et al. ( 2021 ) claimed that in a teacher community of practice, members collaboratively share their teaching experiences and work together to address teaching problems. Our community of practice includes three types of members. (1) Mentors: These are professors and experts with rich experience in helping pre-service teachers practice IAT. (2) Pre-service teachers: Few have teaching experience before the teacher professional development programs. (3) In-service teachers: All in-service teachers are senior teachers with rich teaching experience. All the members work closely together to share and improve their IAT practice. Moreover, our community includes not only mentors and in-service teachers but also pre-service teachers. We encourage pre-service teachers to collaborate with experienced in-service teachers in various ways, such as developing IAT lesson plans, writing IAT case reports and so on. In-service teachers can provide cognitive and emotional support and share their practical knowledge and experience, which may significantly benefit the professional growth of pre-service teachers (Alwafi et al. 2020 ).

(d) Our framework offers pre-service teachers various opportunities to engage in lesson study, allowing them to actively design and implement IAT lessons. Based on the key points of effective lesson study outlined by Akiba et al. ( 2019 ), Ding et al. ( 2024 ), and Takahashi and McDougal ( 2016 ), our lesson study incorporates the following seven features. (1) Study of IAT materials: Pre-service teachers are required to study relevant IAT materials under the guidance of mentors. (2) Collaboration on lesson proposals: Pre-service teachers should collaborate with in-service teachers to develop comprehensive lesson proposals. (3) Observation and data collection: During the lesson, pre-service teachers are required to carefully observe and collect data on student learning and development. (4) Reflection and analysis: Pre-service teachers use the collected data to reflect on the lesson and their teaching effects. (5) Lesson revision and reteaching: If needed, pre-service teachers revise and reteach the lesson based on their reflections and data analysis. (6) Mentor and experienced in-service teacher involvement: Mentors and experienced in-service teachers, as knowledgeable others, are involved throughout the lesson study process. (7) Collaboration on reporting: Pre-service teachers collaborate with in-service teachers to draft reports and disseminate the results of the lesson study. Specifically, recognizing that pre-service teachers often lack teaching experience, we do not require them to complete all the steps of lesson study independently at once. Instead, we guide them through the lesson study process in a step-by-step manner, allowing them to gradually build their IAT skills and confidence. For instance, in Stage 1, pre-service teachers primarily focus on studying IAT materials. In Stage 2, they develop lesson proposals, observe and collect data, and draft reports. However, the implementation of IAT lessons is carried out by in-service teachers. This approach prevents pre-service teachers from experiencing failures due to their lack of teaching experience. In Stage 3, pre-service teachers implement, revise, and reteach IAT lessons, experiencing the lesson study process within a simulated environment. In Stage 4, pre-service teachers engage in lesson study in an actual classroom environment. However, their focus is limited to one micro-course during each lesson study session. It is not until the fifth stage that they experience a complete lesson study in an actual classroom environment.

(e) Our teacher professional development programs incorporate assessments specifically designed to evaluate pre-service teachers’ IAT practices. We use formative assessments to measure their understanding and application of IAT strategies. Pre-service teachers receive ongoing and timely feedback from peers, mentors, in-service teachers, and students, which helps them continuously refine their IAT practices throughout the program. Recognizing that pre-service teachers often have limited contact with real students and may not fully understand students’ learning needs, processes and outcomes, our framework requires them to actively collect and analyze student feedback. By doing so, they can make informed improvements to their instructional practice based on student feedback.

After undergoing three rounds of theoretical and practical testing and revision over the past five years, we have successfully finalized the optimization of the framework design (Zhou 2021 ). Throughout each cycle, we collected feedback from both participants and researchers on at least three occasions. Subsequently, we analyzed this feedback and iteratively refined the framework. For example, we enlisted the participation of in-service teachers to enhance the implementation of STEAM teaching, extended practice time through micro-teaching sessions, and introduced a stage of micro-course development within the framework to provide more opportunities for pre-service teachers to engage with real teaching situations. In this process, we continuously improved the coherence between each stage of the framework, ensuring that they mutually complement one another. The five-stage framework is described as follows.

Stage 1 Literature study

Pre-service teachers are provided with a series of reading materials from A&H. On a weekly basis, two pre-service teachers are assigned to present their readings and reflections to the entire group, followed by critical discussions thereafter. Mentors and all pre-service teachers discuss and explore strategies for translating the original A&H materials into viable instructional resources suitable for classroom use. Subsequently, pre-service teachers select topics of personal interest for further study under mentor guidance.

Stage 2 Case learning

Given that pre-service teachers have no teaching experience, collaborative efforts between in-service teachers and pre-service teachers are undertaken to design IAT lesson plans. Subsequently, the in-service teachers implement these plans. Throughout this process, pre-service teachers are afforded opportunities to engage in lesson plan implementation. Figure 1 illustrates the role of pre-service teachers in case learning. In the first step, pre-service teachers read about materials related to A&H, select suitable materials, and report their ideas on IAT lesson design to mentors, in-service teachers, and fellow pre-service teachers.

Note: A&H refers to arts and humanities.

In the second step, they liaise with the in-service teachers responsible for implementing the lesson plan, discussing the integration of A&H into teaching practices. Pre-service teachers then analyze student learning objectives aligned with curriculum standards, collaboratively designing the IAT lesson plan with in-service teachers. Subsequently, pre-service teachers present lesson plans for feedback from mentors and other in-service teachers.

In the third step, pre-service teachers observe the lesson plan’s implementation, gathering and analyzing feedback from students and in-service teachers using an inductive approach (Merriam 1998 ). Feedback includes opinions on the roles and values of A&H, perceptions of the teaching effect, and recommendations for lesson plan implementation and modification. The second and third steps may iterate multiple times to refine the IAT lesson plan. In the fourth step, pre-service teachers consolidate all data, including various versions of teaching instructions, classroom videos, feedback, and discussion notes, composing reflection notes. Finally, pre-service teachers collaborate with in-service teachers to compile the IAT case report and submit it for publication.

Stage 3 Micro-teaching

Figure 2 illustrates the role of pre-service teachers in micro-teaching. Before entering the micro-classrooms Footnote 3 , all the discussions and communications occur within the pre-service teacher group, excluding mentors and in-service teachers. After designing the IAT lesson plan, pre-service teachers take turns implementing 40-min lesson plans in a simulated micro-classroom setting. Within this simulated environment, one pre-service teacher acts as the teacher, while others, including mentors, in-service teachers, and other fellow pre-service teachers, assume the role of students Footnote 4 . Following the simulated teaching, the implementer reviews the video of their session and self-assesses their performance. Subsequently, the implementer receives feedback from other pre-service teachers, mentors, and in-service teachers. Based on this feedback, the implementer revisits steps 2 and 3, revising the lesson plan and conducting the simulated teaching again. This iterative process typically repeats at least three times until the mentors, in-service teachers, and other pre-service teachers are satisfied with the implementation of the revised lesson plan. Finally, pre-service teachers complete reflection notes and submit a summary of their reflections on the micro-teaching experience. Each pre-service teacher is required to choose at least three topics and undergo at least nine simulated teaching sessions.

Stage 4 Micro-course development

While pre-service teachers may not have the opportunity to execute the whole lesson plans in real classrooms, they can design and create five-minute micro-courses Footnote 5 before class, subsequently presenting these videos to actual students. The process of developing micro-courses closely mirrors that of developing IAT cases in the case learning stage (see Fig. 1 ). However, in Step 3, pre-service teachers assume dual roles, not only as observers of IAT lesson implementation but also as implementers of a five-minute IAT micro-course.

Stage 5 Classroom teaching

Pre-service teachers undertake the implementation of IAT lesson plans independently, a process resembling micro-teaching (see Fig. 2 ). However, pre-service teachers engage with real school students in partner schools Footnote 6 instead of simulated classrooms. Furthermore, they collect feedback not only from the mentors, in-service teachers, and fellow pre-service teachers but also from real students.

To provide our readers with a better understanding of the framework, we provide meaningful vignettes of a pre-service teacher’s learning and teaching experiences in one of the teacher professional development programs based on the framework. In addition, we choose teacher self-efficacy as an indicator to assess the framework’s effectiveness, detailing the pre-service teacher’s changes in teacher self-efficacy.

Research design

Research method.

Teacher self-efficacy can be measured both quantitatively and qualitatively (Bandura 1986 , 1997 ; Lee and Bobko 1994 ; Soprano and Yang 2013 ; Unfried et al. 2022 ). However, researchers and theorists in the area of teacher self-efficacy have called for more qualitative and longitudinal studies (Klassen et al. 2011 ). As some critiques stated, most studies were based on correlational and cross-sectional data obtained from self-report surveys, and qualitative studies of teacher efficacy were overwhelmingly neglected (Henson 2002 ; Klassen et al. 2011 ; Tschannen-Moran et al. 1998 ; Xenofontos and Andrews 2020 ). There is an urgent need for more longitudinal studies to shed light on the development of teacher efficacy (Klassen et al. 2011 ; Xenofontos and Andrews 2020 ).

This study utilized a longitudinal qualitative case study methodology to delve deeply into the context (Jiang et al. 2021 ; Corden and Millar 2007 ; Dicks et al. 2023 ; Henderson et al. 2012 ; Matusovich et al. 2010 ; Shirani and Henwood 2011 ), presenting details grounded in real-life situations and analyzing the inner relationships rather than generalize findings about the change of a large group of pre-service teachers’ self-efficacy.

Participant

This study forms a component of a broader multi-case research initiative examining teachers’ professional learning in the STEAM teacher professional development programs in China (Jiang et al. 2021 ; Wang et al. 2018 ; Wang et al. 2024 ). Within this context, one participant, Shuitao (pseudonym), is selected and reported in this current study. Shuitao was a first-year graduate student at a first-tier Normal university in Shanghai, China. Normal universities specialize in teacher education. Her graduate major was mathematics curriculum and instruction. Teaching practice courses are offered to students in this major exclusively during their third year of study. The selection of Shuitao was driven by three primary factors. Firstly, Shuitao attended the entire teacher professional development program and actively engaged in nearly all associated activities. Table 2 illustrates the timeline of the five stages in which Shuitao was involved. Secondly, her undergraduate major was applied mathematics, which was not related to mathematics teaching Footnote 7 . She possessed no prior teaching experience and had not undergone any systematic study of IAT before her involvement in the teacher professional development program. Thirdly, her other master’s courses during her first two years of study focused on mathematics education theory and did not include IAT Footnote 8 . Additionally, she scarcely participated in any other teaching practice outside of the teacher professional development program. As a pre-service teacher, Shuitao harbored a keen interest in IAT. Furthermore, she discovered that she possessed fewer teaching skills compared to her peers who had majored in education during their undergraduate studies. Hence, she had a strong desire to enhance her teaching skills. Consequently, Shuitao decided to participate in our teacher professional development program.

Shuitao was grouped with three other first-year graduate students during the teacher professional development program. She actively collaborated with them at every stage of the program. For instance, they advised each other on their IAT lesson designs, observed each other’s IAT practice and offered constructive suggestions for improvement.

Research question

Shuitao was a mathematics pre-service teacher who participated in one of our teacher professional development programs, focusing on integrating history into mathematics teaching (IHT) Footnote 9 . Notably, this teacher professional development program was designed based on our five-stage framework for teacher professional development programs of IAT. To examine the impact of this teacher professional development program on Shuitao’s self-efficacy related to IHT, this case study addresses the following research question:

What changes in Shuitao’s self-efficacy in individual performance regarding integrating history into mathematics teaching (SE-IHT-IP) may occur through participation in the teacher professional development program?

What changes in Shuitao’s self-efficacy in student outcomes regarding integrating history into mathematics teaching (SE-IHT-SO) may occur through participation in the teacher professional development program?

Data collection and analysis

Before Shuitao joined the teacher professional development program, a one-hour preliminary interview was conducted to guide her in self-narrating her psychological and cognitive state of IHT.

During the teacher professional development program, follow-up unstructured interviews were conducted once a month with Shuitao. All discussions in the development of IHT cases were recorded, Shuitao’s teaching and micro-teaching were videotaped, and the reflection notes, journals, and summary reports written by Shuitao were collected.

After completing the teacher professional development program, Shuitao participated in a semi-structured three-hour interview. The objectives of this interview were twofold: to reassess her self-efficacy and to explore the relationship between her self-efficacy changes and each stage of the teacher professional development program.

Interview data, discussions, reflection notes, journals, summary reports and videos, and analysis records were archived and transcribed before, during, and after the teacher professional development program.

In this study, we primarily utilized data from seven interviews: one conducted before the teacher professional development program, five conducted after each stage of the program, and one conducted upon completion of the program. Additionally, we reviewed Shuitao’s five reflective notes, which were written after each stage, as well as her final summary report that encompassed the entire teacher professional development program.

Merriam’s ( 1998 ) approach to coding data and inductive approach to retrieving possible concepts and themes were employed using a seven-stage method. Considering theoretical underpinnings in qualitative research is common when interpreting data (Strauss and Corbin 1990 ). First, a list based on our conceptual framework of teacher self-efficacy (see Table 1 ) was developed. The list included two codes (i.e., SE-IHT-IP and SE-IHT-SO). Second, all data were sorted chronologically, read and reread to be better understood. Third, texts were coded into multi-colored highlighting and comment balloons. Fourth, the data for groups of meanings, themes, and behaviors were examined. How these groups were connected within the conceptual framework of teacher self-efficacy was confirmed. Fifth, after comparing, confirming, and modifying, the selective codes were extracted and mapped onto the two categories according to the conceptual framework of teacher self-efficacy. Accordingly, changes in SE-IHT-IP and SE-IHT-SO at the five stages of the teacher professional development program were identified, respectively, and then the preliminary findings came (Strauss and Corbin 1990 ). In reality, in Shuitao’s narratives, SE-IHT-IP and SE-IHT-SO were frequently intertwined. Through our coding process, we differentiated between SE-IHT-IP and SE-IHT-SO, enabling us to obtain a more distinct understanding of how these two aspects of teacher self-efficacy evolved over time. This helped us address the two research questions effectively.

Reliability and validity

Two researchers independently analyzed the data to establish inter-rater reliability. The inter-rater reliability was established as kappa = 0.959. Stake ( 1995 ) suggested that the most critical assertions in a study require the greatest effort toward confirmation. In this study, three methods served this purpose and helped ensure the validity of the findings. The first way to substantiate the statement about the changes in self-efficacy was by revisiting each transcript to confirm whether the participant explicitly acknowledged the changes (Yin 2003 ). Such a check was repeated in the analysis of this study. The second way to confirm patterns in the data was by examining whether Shuitao’s statements were replicated in separate interviews (Morris and Usher 2011 ). The third approach involved presenting the preliminary conclusions to Shuitao and affording her the opportunity to provide feedback on the data and conclusions. This step aimed to ascertain whether we accurately grasped the true intentions of her statements and whether our subjective interpretations inadvertently influenced our analysis of her statements. Additionally, data from diverse sources underwent analysis by at least two researchers, with all researchers reaching consensus on each finding.

As each stage of our teacher professional development programs spanned a minimum of three months, numerous documented statements regarding the enhancement of Shuitao’s self-efficacy regarding IHT were recorded. Notably, what we present here offers only a concise overview of findings derived from our qualitative analysis. The changes in Shuitao’s SE-IHT-IP and SE-IHT-SO are organized chronologically, delineating the period before and during the teacher professional development program.

Before the teacher professional development program: “I have no confidence in IHT”

Before the teacher professional development program, Shuitao frequently expressed her lack of confidence in IHT. On the one hand, Shuitao expressed considerable apprehension about her individual performance in IHT. “How can I design and implement IHT lesson plans? I do not know anything [about it]…” With a sense of doubt, confusion and anxiety, Shuitao voiced her lack of confidence in her ability to design and implement an IHT case that would meet the requirements of the curriculum standards. Regarding the reasons for her lack of confidence, Shuitao attributed it to her insufficient theoretical knowledge and practical experience in IHT:

I do not know the basic approaches to IHT that I could follow… it is very difficult for me to find suitable historical materials… I am very confused about how to organize [historical] materials logically around the teaching goals and contents… [Furthermore,] I am [a] novice, [and] I have no IHT experience.

On the other hand, Shuitao articulated very low confidence in the efficacy of her IHT on student outcomes:

I think my IHT will have a limited impact on student outcomes… I do not know any specific effects [of history] other than making students interested in mathematics… In fact, I always think it is difficult for [my] students to understand the history… If students cannot understand [the history], will they feel bored?

This statement suggests that Shuitao did not fully grasp the significance of IHT. In fact, she knew little about the educational significance of history for students, and she harbored no belief that her IHT approach could positively impact students. In sum, her SE-IHT-SO was very low.

After stage 1: “I can do well in the first step of IHT”

After Stage 1, Shuitao indicated a slight improvement in her confidence in IHT. She attributed this improvement to her acquisition of theoretical knowledge in IHT, the approaches for selecting history-related materials, and an understanding of the educational value of history.

One of Shuitao’s primary concerns about implementing IHT before the teacher professional development program was the challenge of sourcing suitable history-related materials. However, after Stage 1, Shuitao explicitly affirmed her capability in this aspect. She shared her experience of organizing history-related materials related to logarithms as an example.

Recognizing the significance of suitable history-related materials in effective IHT implementation, Shuitao acknowledged that conducting literature studies significantly contributed to enhancing her confidence in undertaking this initial step. Furthermore, she expressed increased confidence in designing IHT lesson plans by utilizing history-related materials aligned with teaching objectives derived from the curriculum standards. In other words, her SE-IHT-IP was enhanced. She said:

After experiencing multiple discussions, I gradually know more about what kinds of materials are essential and should be emphasized, what kinds of materials should be adapted, and what kinds of materials should be omitted in the classroom instructions… I have a little confidence to implement IHT that could meet the requirements [of the curriculum standards] since now I can complete the critical first step [of IHT] well…

However, despite the improvement in her confidence in IHT following Stage 1, Shuitao also expressed some concerns. She articulated uncertainty regarding her performance in the subsequent stages of the teacher professional development program. Consequently, her confidence in IHT experienced only a modest increase.

After stage 2: “I participate in the development of IHT cases, and my confidence is increased a little bit more”

Following Stage 2, Shuitao reported further increased confidence in IHT. She attributed this growth to two main factors. Firstly, she successfully developed several instructional designs for IHT through collaboration with in-service teachers. These collaborative experiences enabled her to gain a deeper understanding of IHT approaches and enhance her pedagogical content knowledge in this area, consequently bolstering her confidence in her ability to perform effectively. Secondly, Shuitao observed the tangible impact of IHT cases on students in real classroom settings, which reinforced her belief in the efficacy of IHT. These experiences instilled in her a greater sense of confidence in her capacity to positively influence her students through her implementation of IHT. Shuitao remarked that she gradually understood how to integrate suitable history-related materials into her instructional designs (e.g., employ a genetic approach Footnote 10 ), considering it as the second important step of IHT. She shared her experience of developing IHT instructional design on the concept of logarithms. After creating several iterations of IHT instructional designs, Shuitao emphasized that her confidence in SE-IHT-IP has strengthened. She expressed belief in her ability to apply these approaches to IHT, as well as the pedagogical content knowledge of IHT, acquired through practical experience, in her future teaching endeavors. The following is an excerpt from the interview:

I learned some effective knowledge, skills, techniques and approaches [to IHT]… By employing these approaches, I thought I could [and] I had the confidence to integrate the history into instructional designs very well… For instance, [inspired] by the genetic approach, we designed a series of questions and tasks based on the history of logarithms. The introduction of the new concept of logarithms became very natural, and it perfectly met the requirements of our curriculum standards, [which] asked students to understand the necessity of learning the concept of logarithms…

Shuitao actively observed the classroom teaching conducted by her cooperating in-service teacher. She helped her cooperating in-service teacher in collecting and analyzing students’ feedback. Subsequently, discussions ensued on how to improve the instructional designs based on this feedback. The refined IHT instructional designs were subsequently re-implemented by the in-service teacher. After three rounds of developing IHT cases, Shuitao became increasingly convinced of the significance and efficacy of integrating history into teaching practices, as evidenced by the following excerpt:

The impacts of IHT on students are visible… For instance, more than 93% of the students mentioned in the open-ended questionnaires that they became more interested in mathematics because of the [historical] story of Napier… For another example, according to the results of our surveys, more than 75% of the students stated that they knew log a ( M  +  N ) = log a M  × log a N was wrong because of history… I have a little bit more confidence in the effects of my IHT on students.

This excerpt highlights that Shuitao’s SE-IHT-SO was enhanced. She attributed this enhancement to her realization of the compelling nature of history and her belief in her ability to effectively leverage its power to positively influence her students’ cognitive and emotional development. This also underscores the importance of reinforcing pre-service teachers’ awareness of the significance of history. Nonetheless, Shuiato elucidated that she still retained concerns regarding the effectiveness of her IHT implementation. Her following statement shed light on why her self-efficacy only experienced a marginal increase in this stage:

Knowing how to do it successfully and doing it successfully in practice are two totally different things… I can develop IHT instructional designs well, but I have no idea whether I can implement them well and whether I can introduce the history professionally in practice… My cooperation in-service teacher has a long history of teaching mathematics and gains rich experience in educational practices… If I cannot acquire some required teaching skills and capabilities, I still cannot influence my students powerfully.

After stage 3: “Practice makes perfect, and my SE-IHT-IP is steadily enhanced after a hit”

After successfully developing IHT instructional designs, the next critical step was the implementation of these designs. Drawing from her observations of her cooperating in-service teachers’ IHT implementations and discussions with other pre-service teachers, Shuitao developed her own IHT lesson plans. In Stage 3, she conducted simulated teaching sessions and evaluated her teaching performance ten times Footnote 11 . Shuitao claimed that her SE-IHT-IP steadily improved over the course of these sessions. According to Shuitao, two main processes in Stage 3 facilitated this steady enhancement of SE-IHT-IP.

On the one hand, through the repeated implementation of simulated teaching sessions, Shuitao’s teaching proficiency and fluency markedly improved. Shuitao first described the importance of teaching proficiency and fluency:

Since the detailed history is not included in our curriculum standards and textbooks, if I use my historical materials in class, I have to teach more contents than traditional teachers. Therefore, I have to teach proficiently so that teaching pace becomes a little faster than usual… I have to teach fluently so as to use each minute efficiently in my class. Otherwise, I cannot complete the teaching tasks required [by curriculum standards].

As Shuitao said, at the beginning of Stage 3, her self-efficacy even decreased because she lacked teaching proficiency and fluency and was unable to complete the required teaching tasks:

In the first few times of simulated teaching, I always needed to think for a second about what I should say next when I finish one sentence. I also felt very nervous when I stood in the front of the classrooms. This made my narration of the historical story between Briggs and Napier not fluent at all. I paused many times to look for some hints on my notes… All these made me unable to complete the required teaching tasks… My [teaching] confidence took a hit.

Shuitao quoted the proverb, “practice makes perfect”, and she emphasized that it was repeated practice that improved her teaching proficiency and fluency:

I thought I had no other choice but to practice IHT repeatedly… [At the end of Stage 3,] I could naturally remember most words that I should say when teaching the topics that I selected… My teaching proficiency and fluency was improved through my repeated review of my instructional designs and implementation of IHT in the micro-classrooms… With the improvement [of my teaching proficiency and fluency], I could complete the teaching tasks, and my confidence was increased as well.

In addition, Shuitao also mentioned that through this kind of self-exploration in simulated teaching practice, her teaching skills and capabilities (e.g., blackboard writing, abilities of language organization abilities, etc.) improved. This process was of great help to her enhancement of SE-IHT-IP.

On the other hand, Shuitao’s simulated teaching underwent assessment by herself, with mentors, in-service teachers and fellow pre-service teachers. This comprehensive evaluation process played a pivotal role in enhancing her individual performance and self-efficacy. Reflecting on this aspect, Shuitao articulated the following sentiments in one of her reflection reports:

By watching the videos, conducting self-assessment, and collecting feedback from others, I can understand what I should improve or emphasize in my teaching. [Then,] I think my IHT can better meet the requirements [of curriculum standards]… I think my teaching performance is getting better and better.

After stage 4: “My micro-courses influenced students positively, and my SE-IHT-SO is steadily enhanced”

In Stage 4, Shuitao commenced by creating 5-min micro-course videos. Subsequently, she played these videos in her cooperating in-service teachers’ authentic classroom settings and collected student feedback. This micro-course was played at the end of her cooperating in-service teachers’ lesson Footnote 12 . Shuitao wrote in her reflections that this micro-course of logarithms helped students better understand the nature of mathematics:

According to the results of our surveys, many students stated that they knew the development and evolution of the concept of logarithms is a long process and many mathematicians from different countries have contributed to the development of the concept of logarithms… This indicated that my micro-course helped students better understand the nature of mathematics… My micro-course about the history informed students that mathematics is an evolving and human subject and helped them understand the dynamic development of the [mathematics] concept…

Meanwhile, Shuitao’s micro-course positively influenced some students’ beliefs towards mathematics. As evident from the quote below, integrating historical context into mathematics teaching transformed students’ perception of the subject, boosting Shuitao’s confidence too.

Some students’ responses were very exciting… [O]ne [typical] response stated, he always regarded mathematics as abstract, boring, and dreadful subject; but after seeing the photos of mathematicians and great men and learning the development of the concept of logarithms through the micro-course, he found mathematics could be interesting. He wanted to learn more the interesting history… Students’ such changes made me confident.

Furthermore, during post-class interviews, several students expressed their recognition of the significance of the logarithms concept to Shuitao, attributing this realization to the insights provided by prominent figures in the micro-courses. They also conveyed their intention to exert greater effort in mastering the subject matter. This feedback made Shuitao believe that her IHT had the potential to positively influence students’ attitudes towards learning mathematics.

In summary, Stage 4 marked Shuitao’s first opportunity to directly impact students through her IHT in authentic classroom settings. Despite implementing only brief 5-min micro-courses integrating history during each session, the effectiveness of her short IHT implementation was validated by student feedback. Shuitao unequivocally expressed that students actively engaged with her micro-courses and that these sessions positively influenced them, including attitudes and motivation toward mathematics learning, understanding of mathematics concepts, and beliefs regarding mathematics. These collective factors contributed to a steady enhancement of her confidence in SE-IHT-SO.

After stage 5: “My overall self-efficacy is greatly enhanced”

Following Stage 5, Shuitao reported a significant increase in her overall confidence in IHT, attributing it to gaining mastery through successful implementations of IHT in real classroom settings. On the one hand, Shuitao successfully designed and executed her IHT lesson plans, consistently achieving the teaching objectives mandated by curriculum standards. This significantly enhanced her SE-IHT-IP. On the other hand, as Shuitao’s IHT implementation directly influenced her students, her confidence in SE-IHT-SO experienced considerable improvement.

According to Bandura ( 1997 ), mastery experience is the most powerful source of self-efficacy. Shuitao’s statements confirmed this. As she claimed, her enhanced SE-IHT-IP in Stage 5 mainly came from the experience of successful implementations of IHT in real classrooms:

[Before the teacher professional development program,] I had no idea about implementing IHT… Now, I successfully implemented IHT in senior high school [classrooms] many times… I can complete the teaching tasks and even better completed the teaching objectives required [by the curriculum standards]… The successful experience greatly enhances my confidence to perform well in my future implementation of IHT… Yeah, I think the successful teaching practice experience is the strongest booster of my confidence.

At the end of stage 5, Shuitao’s mentors and in-service teachers gave her a high evaluation. For instance, after Shuitao’s IHT implementation of the concept of logarithms, all mentors and in-service teachers consistently provided feedback that her IHT teaching illustrated the necessity of learning the concept of logarithms and met the requirements of the curriculum standards very well. This kind of verbal persuasion (Bandura 1997 ) enhanced her SE-IHT-IP.

Similarly, Shuitao’s successful experience of influencing students positively through IHT, as one kind of mastery experience, powerfully enhanced her SE-IHT-SO. She described her changes in SE-IHT-SO as follows:

I could not imagine my IHT could be so influential [before]… But now, my IHT implementation directly influenced students in so many aspects… When I witnessed students’ real changes in various cognitive and affective aspects, my confidence was greatly improved.

Shuitao described the influence of her IHT implementation of the concept of logarithms on her students. The depiction is grounded in the outcomes of surveys conducted by Shuitao following her implementation. Shuitao asserted that these results filled her with excitement and confidence regarding her future implementation of IHT.

In summary, following Stage 5 of the teacher professional development program, Shuitao experienced a notable enhancement in her overall self-efficacy, primarily attributed to her successful practical experience in authentic classroom settings during this stage.

A primary objective of our teacher professional development programs is to equip pre-service teachers with the skills and confidence needed to effectively implement IAT. Our findings show that one teacher professional development program, significantly augmented a participant’s TSE-IHT across two dimensions: individual performance and student outcomes. Considering the pressing need to provide STEAM teachers with effective professional training (e.g., Boice et al. 2021 ; Duong et al. 2024 ; Herro et al. 2019 ; Jacques et al. 2020 ; Park and Cho 2022 ; Perignat and Katz-Buonincontro 2019 ), the proposed five-stage framework holds significant promise in both theoretical and practical realms. Furthermore, this study offers a viable solution to address the prevalent issue of low levels of teacher self-efficacy in interdisciplinary teaching, including IAT, which is critical in STEAM education (Zhou et al. 2023 ). This study holds the potential to make unique contributions to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of teacher professional development programs of IAT.

Firstly, this study enhances our understanding of the development of teacher self-efficacy. Our findings further confirm the complexity of the development of teacher self-efficacy. On the one hand, the observed enhancement of the participant’s teacher self-efficacy did not occur swiftly but unfolded gradually through a protracted, incremental process. Moreover, it is noteworthy that the participant’s self-efficacy exhibited fluctuations, underscoring that the augmentation of teacher self-efficacy is neither straightforward nor linear. On the other hand, the study elucidated that the augmentation of teacher self-efficacy constitutes an intricate, multi-level system that interacts with teacher knowledge, skills, and other beliefs. This finding resonates with prior research on teacher self-efficacy (Morris et al. 2017 ; Xenofontos and Andrews 2020 ). For example, our study revealed that Shuitao’s enhancement of SE-IHT-SO may always be interwoven with her continuous comprehension of the significance of the A&H in classroom settings. Similarly, the participant progressively acknowledged the educational value of A&H in classroom contexts in tandem with the stepwise enhancement of SE-IHT-SO. Factors such as the participant’s pedagogical content knowledge of IHT, instructional design, and teaching skills were also identified as pivotal components of SE-IHT-IP. This finding corroborates Morris and Usher ( 2011 ) assertion that sustained improvements in self-efficacy stem from developing teachers’ skills and knowledge. With the bolstering of SE-IHT-IP, the participant’s related teaching skills and content knowledge also exhibited improvement.

Methodologically, many researchers advocate for qualitative investigations into self-efficacy (e.g., Philippou and Pantziara 2015; Klassen et al. 2011 ; Wyatt 2015 ; Xenofontos and Andrews 2020 ). While acknowledging limitations in sample scope and the generalizability of the findings, this study offers a longitudinal perspective on the stage-by-stage development of teacher self-efficacy and its interactions with different factors (i.e., teacher knowledge, skills, and beliefs), often ignored by quantitative studies. Considering that studies of self-efficacy have been predominantly quantitative, typically drawing on survey techniques and pre-determined scales (Xenofontos and Andrews, 2020 ; Zhou et al. 2023 ), this study highlights the need for greater attention to qualitative studies so that more cultural, situational and contextual factors in the development of self-efficacy can be captured.

Our study provides valuable practical implications for enhancing pre-service teachers’ self-efficacy. We conceptualize teacher self-efficacy in two primary dimensions: individual performance and student outcomes. On the one hand, pre-service teachers can enhance their teaching qualities, boosting their self-efficacy in individual performance. The adage “practice makes perfect” underscores the necessity of ample teaching practice opportunities for pre-service teachers who lack prior teaching experience. Engaging in consistent and reflective practice helps them develop confidence in their teaching qualities. On the other hand, pre-service teachers should focus on positive feedback from their students, reinforcing their self-efficacy in individual performance. Positive student feedback serves as an affirmation of their teaching effectiveness and encourages continuous improvement. Furthermore, our findings highlight the significance of mentors’ and peers’ positive feedback as critical sources of teacher self-efficacy. Mentors and peers play a pivotal role in the professional growth of pre-service teachers by actively encouraging them and recognizing their teaching achievements. Constructive feedback from experienced mentors and supportive peers fosters a collaborative learning environment and bolsters the self-confidence of pre-service teachers. Additionally, our research indicates that pre-service teachers’ self-efficacy may fluctuate. Therefore, mentors should be prepared to help pre-service teachers manage teaching challenges and setbacks, and alleviate any teaching-related anxiety. Mentors can help pre-service teachers build resilience and maintain a positive outlook on their teaching journey through emotional support and guidance. Moreover, a strong correlation exists between teacher self-efficacy and teacher knowledge and skills. Enhancing pre-service teachers’ knowledge base and instructional skills is crucial for bolstering their overall self-efficacy.

Secondly, this study also responds to the appeal to understand teachers’ professional learning from a holistic perspective and interrelate teachers’ professional learning process with student outcome variables (Sancar et al. 2021 ), and thus contributes to the understanding of the complexity of STEAM teachers’ professional learning. On the one hand, we have confirmed Cai et al.’s ( 2020 ) teacher professional learning model in a new context, namely STEAM teacher education. Throughout the teacher professional development program, the pre-service teacher, Shuitao, demonstrated an augmentation in her knowledge, encompassing both content knowledge and pedagogical understanding concerning IHT. Moreover, her beliefs regarding IHT transformed as a result of her engagement in teacher learning across the five stages. This facilitated her in executing effective IHT teaching and improving her students’ outcomes. On the other hand, notably, in our studies (including this current study and some follow-up studies), student feedback is a pivotal tool to assist teachers in discerning the impact they are effectuating. This enables pre-service teachers to grasp the actual efficacy of their teaching efforts and subsequently contributes significantly to the augmentation of their self-efficacy. Such steps have seldom been conducted in prior studies (e.g., Cai et al. 2020 ), where student outcomes are often perceived solely as the results of teachers’ instruction rather than sources informing teacher beliefs. Additionally, this study has validated both the interaction between teaching performance and teacher beliefs and between teacher knowledge and teacher beliefs. These aspects were overlooked in Cai et al.’s ( 2020 ) model. More importantly, while Clarke and Hollingsworth’s ( 2002 ) Interconnected Model of Professional Growth illustrates the connections between the domain of consequence and the personal domain, as well as between the personal domain and the domain of practice, it does not adequately clarify the complex relationships among the factors within the personal domain (e.g., the interaction between teacher knowledge and teacher beliefs). Therefore, our study also supplements Clarke and Hollingsworth’s ( 2002 ) model by addressing these intricacies. Based on our findings, an updated model of teacher professional learning has been proposed, as shown in Fig. 3 . This expanded model indicates that teacher learning should be an ongoing and sustainable process, with the enhancement of student learning not marking the conclusion of teacher learning, but rather serving as the catalyst for a new phase of learning. In this sense, we advocate for further research to investigate the tangible impacts of teacher professional development programs on students and how those impacts stimulate subsequent cycles of teacher learning.

Note: Paths in blue were proposed by Cai et al. ( 2020 ), and paths in yellow are proposed and verified in this study.

Thirdly, in light of the updated model of teacher professional learning (see Fig. 3 ), this study provides insights into the design of teacher professional development programs of IAT. According to Huang et al. ( 2022 ), to date, very few studies have set goals to “develop a comprehensive understanding of effective designs” for STEM (or STEAM) teacher professional development programs (p. 15). To fill this gap, this study proposes a novel and effective five-stage framework for teacher professional development programs of IAT. This framework provides a possible and feasible solution to the challenges of STEAM teacher professional development programs’ design and planning, and teachers’ IAT practice (Boice et al. 2021 ; Herro et al. 2019 ; Jacques et al. 2020 ; Park and Cho 2022 ; Perignat and Katz-Buonincontro 2019 ).

Specifically, our five-stage framework incorporates at least six important features. Firstly, teacher professional development programs should focus on specific STEAM content. Given the expansive nature of STEAM, teacher professional development programs cannot feasibly encompass all facets of its contents. Consistent with recommendations by Cai et al. ( 2020 ), Desimone et al. ( 2002 ) and Garet et al. ( 2001 ), an effective teacher professional development program should prioritize content focus. Our five-stage framework is centered on IAT. Throughout an 18-month duration, each pre-service teacher is limited to selecting one subcomponent of A&H, such as history, for integration into their subject teaching (i.e., mathematics teaching, technology teaching or science teaching) within one teacher professional development program. Secondly, in response to the appeals that teacher professional development programs should shift from emphasizing teaching and instruction to emphasizing student learning (Cai et al. 2020 ; Calabrese et al. 2024 ; Hwang et al. 2024 ; Marco and Palatnik 2024 ; Örnek and Soylu 2021 ), our framework requires pre-service teachers to pay close attention to the effects of IAT on student learning outcomes, and use students’ feedback as the basis of improving their instruction. Thirdly, prior studies found that teacher education with a preference for theory led to pre-service teachers’ dissatisfaction with the quality of teacher professional development program and hindered the development of pre-service teachers’ teaching skills and teaching beliefs, which also widened the gap between theory and practice (Hennissen et al. 2017 ; Ord and Nuttall 2016 ). In this regard, our five-stage framework connects theory and teaching practice closely. In particular, pre-service teachers can experience the values of IAT not only through theoretical learning but also through diverse teaching practices. Fourthly, we build a teacher community of practice tailored for pre-service teachers. Additionally, we aim to encourage greater participation of in-service teachers in such teacher professional development programs designed for pre-service educators in STEAM teacher education. By engaging in such programs, in-service teachers can offer valuable teaching opportunities for pre-service educators and contribute their insights and experiences from teaching practice. Importantly, pre-service teachers stand to gain from the in-service teachers’ familiarity with textbooks, subject matter expertise, and better understanding of student dynamics. Fifthly, our five-stage framework lasts for an extended period, spanning 18 months. This duration ensures that pre-service teachers engage in a sustained and comprehensive learning journey. Lastly, our framework facilitates a practical understanding of “integration” by offering detailed, sequential instructions for blending two disciplines in teaching. For example, our teacher professional development programs prioritize systematic learning of pedagogical theories and simulated teaching experiences before pre-service teachers embark on real STEAM teaching endeavors. This approach is designed to mitigate the risk of unsuccessful experiences during initial teaching efforts, thereby safeguarding pre-service teachers’ teacher self-efficacy. Considering the complexity of “integration” in interdisciplinary teaching practices, including IAT (Han et al. 2022 ; Ryu et al. 2019 ), we believe detailed stage-by-stage and step-by-step instructions are crucial components of relevant pre-service teacher professional development programs. Notably, this aspect, emphasizing structural instructional guidance, has not been explicitly addressed in prior research (e.g., Cai et al. 2020 ). Figure 4 illustrates the six important features outlined in this study, encompassing both established elements and the novel addition proposed herein, describing an effective teacher professional development program.

Note: STEAM refers to science, technology, engineering, arts and humanities, and mathematics.

The successful implementation of this framework is also related to the Chinese teacher education system and cultural background. For instance, the Chinese government has promoted many university-school collaboration initiatives, encouraging in-service teachers to provide guidance and practical opportunities for pre-service teachers (Lu et al. 2019 ). Influenced by Confucian values emphasizing altruism, many experienced in-service teachers in China are eager to assist pre-service teachers, helping them better realize their teaching career aspirations. It is reported that experienced in-service teachers in China show significantly higher motivation than their international peers when mentoring pre-service teachers (Lu et al. 2019 ). Therefore, for the successful implementation of this framework in other countries, it is crucial for universities to forge close collaborative relationships with K-12 schools and actively involve K-12 teachers in pre-service teacher education.

Notably, approximately 5% of our participants dropped out midway as they found that the IAT practice was too challenging or felt overwhelmed by the number of required tasks in the program. Consequently, we are exploring options to potentially simplify this framework in future iterations.

Without minimizing the limitations of this study, it is important to recognize that a qualitative longitudinal case study can be a useful means of shedding light on the development of a pre-service STEAM teacher’s self-efficacy. However, this methodology did not allow for a pre-post or a quasi-experimental design, and the effectiveness of our five-stage framework could not be confirmed quantitatively. In the future, conducting more experimental or design-based studies could further validate the effectiveness of our framework and broaden our findings. Furthermore, future studies should incorporate triangulation methods and utilize multiple data sources to enhance the reliability and validity of the findings. Meanwhile, owing to space limitations, we could only report the changes in Shuitao’s SE-IHT-IP and SE-IHT-SO here, and we could not describe the teacher self-efficacy of other participants regarding IAT. While nearly all of the pre-service teachers experienced an improvement in their teacher self-efficacy concerning IAT upon participating in our teacher professional development programs, the processes of their change were not entirely uniform. We will need to report the specific findings of these variations in the future. Further studies are also needed to explore the factors contributing to these variations. Moreover, following this study, we are implementing more teacher professional development programs of IAT. Future studies can explore the impact of this framework on additional aspects of pre-service STEAM teachers’ professional development. This will help gain a more comprehensive understanding of its effectiveness and potential areas for further improvement. Additionally, our five-stage framework was initially developed and implemented within the Chinese teacher education system. Future research should investigate how this framework can be adapted in other educational systems and cultural contexts.

The impetus behind this study stems from the burgeoning discourse advocating for the integration of A&H disciplines into STEM education on a global scale (e.g., Land 2020 ; Park and Cho 2022 ; Uştu et al. 2021 ; Vaziri and Bradburn 2021 ). Concurrently, there exists a pervasive concern regarding the challenges teachers face in implementing STEAM approaches, particularly in the context of IAT practices (e.g., Boice et al. 2021 ; Herro et al. 2019 ; Jacques et al. 2020 ; Park and Cho 2022 ; Perignat and Katz-Buonincontro 2019 ). To tackle this challenge, we first proposed a five-stage framework designed for teacher professional development programs of IAT. Then, utilizing this innovative framework, we implemented a series of teacher professional development programs. Drawing from the recommendations of Bray-Clark and Bates ( 2003 ), Kelley et al. ( 2020 ) and Zhou et al. ( 2023 ), we have selected teacher self-efficacy as a key metric to examine the effectiveness of the five-stage framework. Through a qualitative longitudinal case study, we scrutinized the influence of a specific teacher professional development program on the self-efficacy of a single pre-service teacher over an 18-month period. Our findings revealed a notable enhancement in teacher self-efficacy across both individual performance and student outcomes. The observed enhancement of the participant’s teacher self-efficacy did not occur swiftly but unfolded gradually through a prolonged, incremental process. Building on our findings, an updated model of teacher learning has been proposed. The updated model illustrates that teacher learning should be viewed as a continuous and sustainable process, wherein teaching performance, teacher beliefs, and teacher knowledge dynamically interact with one another. The updated model also confirms that teacher learning is inherently intertwined with student learning in STEAM education. Furthermore, this study also summarizes effective design features of STEAM teacher professional development programs.

Data availability

The datasets generated and/or analyzed during this study are not publicly available due to general data protection regulations, but are available from the corresponding author on reasonable request.

In their review article, Morris et al. ( 2017 ) equated “teaching self-efficacy” and “teacher self-efficacy” as synonymous concepts. This perspective is also adopted in this study.

An effective teacher professional development program should have specific, focused, and clear content instead of broad and scattered ones. Therefore, each pre-service teacher can only choose to integrate one subcomponent of A&H into their teaching in one teacher professional development program. For instance, Shuitao, a mathematics pre-service teacher, participated in one teacher professional development program focused on integrating history into mathematics teaching. However, she did not explore the integration of other subcomponents of A&H into her teaching during her graduate studies.

In the micro-classrooms, multi-angle, and multi-point high-definition video recorders are set up to record the teaching process.

In micro-teaching, mentors, in-service teachers, and other fellow pre-service teachers take on the roles of students.

In China, teachers can video record one section of a lesson and play them in formal classes. This is a practice known as a micro-course. For instance, in one teacher professional development program of integrating history into mathematics teaching, micro-courses encompass various mathematics concepts, methods, ideas, history-related material and related topics. Typically, teachers use these micro-courses to broaden students’ views, foster inquiry-based learning, and cultivate critical thinking skills. Such initiatives play an important role in improving teaching quality.

Many university-school collaboration initiatives in China focus on pre-service teachers’ practicum experiences (Lu et al. 2019 ). Our teacher professional development program is also supported by many K-12 schools in Shanghai. Personal information in videos is strictly protected.

In China, students are not required to pursue a graduate major that matches their undergraduate major. Most participants in our teacher professional development programs did not pursue undergraduate degrees in education-related fields.

Shuitao’s university reserves Wednesday afternoons for students to engage in various programs or clubs, as classes are not scheduled during this time. Similarly, our teacher professional development program activities are planned for Wednesday afternoons to avoid overlapping with participants’ other coursework commitments.

History is one of the most important components of A&H (Park and Cho 2022 ).

To learn more about genetic approach (i.e., genetic principle), see Jankvist ( 2009 ).

For the assessment process, see Fig. 2 .

Shuitao’s cooperating in-service teacher taught the concept of logarithms in Stage 2. In Stage 4, the teaching objective of her cooperating in-service teacher’s review lesson was to help students review the concept of logarithms to prepare students for the final exam.

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Acknowledgements

This research is funded by 2021 National Natural Science Foundation of China (Grant No.62177042), 2024 Zhejiang Provincial Natural Science Foundation of China (Grant No. Y24F020039), and 2024 Zhejiang Educational Science Planning Project (Grant No. 2024SCG247).

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Xuesong Zhai

Present address: School of Education, City University of Macau, Macau, China

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College of Education, Zhejiang University, Hangzhou, China

Haozhe Jiang & Xuesong Zhai

School of Engineering and Technology, CML‑NET & CREATE Research Centres, Central Queensland University, North Rockhampton, QLD, Australia

Ritesh Chugh

Hangzhou International Urbanology Research Center & Zhejiang Urban Governance Studies Center, Hangzhou, China

Department of Teacher Education, Nicholls State University, Thibodaux, LA, USA

School of Mathematical Sciences, East China Normal University, Shanghai, China

Xiaoqin Wang

College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China

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Conceptualization - Haozhe Jiang; methodology - Haozhe Jiang; software - Xuesong Zhai; formal analysis - Haozhe Jiang & Ke Wang; investigation - Haozhe Jiang; resources - Haozhe Jiang, Xuesong Zhai & Xiaoqin Wang; data curation - Haozhe Jiang & Ke Wang; writing—original draft preparation - Haozhe Jiang & Ritesh Chugh; writing—review and editing - Ritesh Chugh & Ke Wang; visualization - Haozhe Jiang, Ke Wang & Xiaoqin Wang; supervision - Xuesong Zhai & Xiaoqin Wang; project administration - Xuesong Zhai & Xiaoqin Wang; and funding acquisition - Xuesong Zhai & Xiaoqin Wang. All authors have read and agreed to the published version of the manuscript.

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Jiang, H., Chugh, R., Zhai, X. et al. Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study. Humanit Soc Sci Commun 11 , 1162 (2024). https://doi.org/10.1057/s41599-024-03655-5

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Published on 11 September 2024

This paper focuses on the use of AI in ADM in tax administration to make discretionary or subjective decisions.

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HM Revenue & Customs (HMRC) has a broad range of powers, which can be divided into powers which (i) are administrative or mechanical in nature, and (ii) require the exercise of an element of discretion or subjectivity (including the imposition of penalties). 

Automated decision-making (ADM) is any decision or process where the whole or part of the decision or process is made without human intervention (through technology), irrespective of whether the decision or output is subsequently reviewed by HMRC. Broadly, the technology underpinning ADM can be divided into:

• artificial intelligence (AI), and 
• algorithmic systems developed through conventional programming (i.e. algorithmic systems or rules-based systems).

Although there is no comprehensive list of ADM technology published by HMRC, it is understood that, at present, HMRC employs both types of technology. This paper focuses on the use of AI in ADM in tax administration to make discretionary or subjective decisions.

This discussion paper was written for the Tax Law Review Committee (TLRC) by Kunal Nathwani. The Committee has authorised its publication to inform and promote debate in this area. The views expressed do not necessarily represent the views of the Committee. The Institute for Fiscal Studies has no corporate views.

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Nathwani, K. (2024). Artificial intelligence in automated decision-making in tax administration: the case for legal, justiciable and enforceable safeguards . London: Institute for Fiscal Studies. Available at: https://ifs.org.uk/publications/artificial-intelligence-automated-decision-making-tax-administration-case-legal (accessed: 11 September 2024).

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https://educationhub.blog.gov.uk/2024/04/26/when-are-year-6-sats-2024-key-dates-for-parents-and-pupils/

When are year 6 SATs 2024? Key dates for parents and pupils

Year 6 pupils in England will soon be taking the key stage 2 (KS2) national curriculum tests, which are often referred to as SATs.  

The assessments are used to measure school performance and to make sure individual pupils are being supported in the best way possible as they move into secondary school .   

When are SATs?  

This year, SATs will take place over four days from 13 May to 16 May 2024.

The timetable is as follows:

What are the tests on?   

While pupils won’t be able to see what’s on the test beforehand, t he assessments only include questions on things that children should already have been taught as part of the national curriculum.  

You can find past papers on GOV.UK .  

As usual, there won’t be a test for English writing or science. Instead, this will be reported as a teacher assessment judgement.  

This is a judgement teachers will make based on your child’s work at the end of KS2.   

Does my child need to revise for SATs?  

Children shouldn’t be made to feel any unnecessary pressure when it comes to the KS2 assessments and t eachers will make sure that all pupils in their class are prepared.  

You should follow their general advice about supporting your child’s education throughout the year and ahead of the tests.  

While it is statutory for schools to hold the assessments, headteachers make the final decision about whether a pupil participates in them.   

Some pupils – for example those with special education needs or disabilities – may be assessed under different arrangements if these are more appropriate.   

If you have concerns about your child participating in the KS2 tests, you should speak to your school in the first instance.  

What if my child finds the SATs tests too difficult?  

It’s important to remember that one of the purposes of the key stage 2 assessments is to identify each pupil's strengths and the areas where they may have fallen behind in their learning as they head into secondary school.   

The results will help their new school determine in which areas your child needs the most support.   

The tests are designed to be challenging to measure attainment, including stretching the most able children. It means some pupils will find them harder than others.    

It takes three years to create appropriate tests. During the process, they’re rigorously trialled with year 6 pupils and reviewed by education and inclusion experts to make sure they’re the right difficulty level.   

The Standards and Testing Agency (STA) is responsible for developing the tests, and Ministers don't have any influence on their content.   

When will we find out the results of SATs?  

Schools will receive test results on Tuesday 9 July 2024.  

Before the end of the summer term, your child’s school will send you a report which will include test results and teacher assessment judgements.  

This should provide you with a good sense of the standard at which your child is working in each subject.  

The school will report your child’s test results as a scaled score for each subject. This is created from the number of marks your child scores in a particular test. A scaled score:  

• below 100 means that your child may need more support to help them reach the expected standard;  
• of 100 or more means that your child is working at, or above, the expected standard for the key stage.  

If your child is working below the overall standard of the key stage, or they have special educational needs, reporting will be different, and you should speak to your child’s teacher for more information.  

You can also find more information about  results at the end of key stage 2  on GOV.UK.  

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