– The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living case is defined as one where participants study a current, ongoing situation over the entire semester. Students worked with an authentic client to solve an authentic problem. After the course concluded interviews were conducted. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.
– This is an instrumental case study of a work-based instructional design used to improve student engagement and learning outcomes.
– Students worked with an authentic client to solve an authentic problem. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.
– Higher education (HE) instructors are expected to teach students knowledge and skills that will be valuable at work and in life after graduation. Using a living case allows students to extract learning directly from the work experience. By using the concepts and the tools in an authentic, living case, students gain experience and concrete knowledge.
– This study extends past research on connecting classroom learning and work experience. It looks at how a course designed using a living case study can be used to improve learner engagement and create longer term value for students.
