This short and easily readable text offers an attractive alternative or addition to the conventional course syllabus. Honan and Rule present the use of case studies as a teaching tool, either as a segment of a course or as the basis for an academic institute session. After an enumeration of the advantages of the case study approach to learning, the authors go into the details of the instructor's role as facilitator and the role of the students as active participants in the process. They follow this up with an actual case study from Kansas State University on "Evaluating and Addressing Chronic Low Achievement" on the part of faculty members.

The book moves the reader from the pedagogical foundations of the case study method to practical guidelines for putting case studies into practice. While the particular case presented and discussed is aimed at programs in higher education administration, the concept is applicable to a wide range of disciplines and courses. The authors note that the approach presents "...students with an opportunity to explore 'real-life' examples of how particular theories and analytical frameworks and research findings apply (or do not apply) to actual administrative practice" (3).

The roles of both instructor and students in the use of case studies are given careful attention. While it is noted that this method calls for "maximum participant involvement" and "minimal reliance on the instructor," it is also pointed out that effective use of this method requires a great deal of thought and planning on the part of the instructor prior to presentation of the case. The instructor serves as "planner, host, moderator, devil's advocate, fellow-student, and judge" and is primarily a facilitator whose job is to stimulate discussion among the students and keep the discussion on track. The authors emphasize that advance planning on the part of the instructor in preparing the students for the discussion is a critical factor in the success of the case study process. Also crucial to success is extensive preparation on the part of the students, including thoroughly reading the case and supplementary material relevant to the issues involved in the case.

One of the most attractive features of the use of cases as a teaching tool is that students are not looking for "the right answer" but rather exploring a problem which must be looked at from a variety of perspectives. Cases are based on real-life problems and, therefore, are open to multiple valid interpretations. A good case is described as one filled with ambiguity, conflict and unresolved issues; therefore, students are forced to look at all sides of an issue, analyze alternative resolutions, and invest themselves in he outcome. Honan and Rule point out that "...participants learn to value their own contributions and to see how their ideas would or would not play out successfully in practice"(11).

Using Case Studies in Higher Education is clearly written and presents a concise and highly accessible introduction to an interactive instructional tool, one which compels students to take an active role in their own learning by presenting them with a real-life situation in which they must make practical use of theories to which they have been exposed.

Virginia K. McClanahan,
University of North Carolina at Pembroke