Incorporating Case Studies and Role Play in a Hybrid Format as Pedagogical Tools 

By: Shu Wang

Engaging students in a hybrid learning environment presents unique challenges, particularly in a Master of Public Administration (MPA) program where many students are full-time professionals seeking flexibility. While online learning offers convenience, both students and faculty recognize the irreplaceable value of classroom interactions in fostering deeper discussions and skill development.

As a professional degree, MPA training focuses on practical skills essential for future public administrators and policy analysts, including professional writing, clear oral communication, and critical thinking for complex policy issues. To bridge the gap between theory and practice while maintaining student engagement, I explored an interactive approach: incorporating case studies with assigned roles to immerse students in real-world decision-making scenarios.

The Context: Graduate-Level Local Government Management Course

This experiment was conducted in a graduate-level local government management course with nine students, including first- and second-year MPA candidates. Some students had practical experience working in local government, while others were still developing their expertise. Given the hybrid structure, the course was divided into three-week modules to allow flexibility in content delivery and participation.

• Week 1: Asynchronous learning focused on key theories and concepts related to local governance.

• Week 2: Live class session with role play (explored in detail below).

• Week 3: Students applied their learning by writing a one-page policy proposal addressing a complex case.

This format ensured that students had ample time to absorb theoretical material before engaging in active discussions and practical applications.

Case Study: The Michelle Rhee Reforms

To illustrate how role play works in this course, consider the Michelle Rhee case. As Chancellor of Washington, D.C. Public Schools in 2007, Rhee implemented radical education reforms aimed at improving teacher performance and student outcomes. However, her aggressive policies—such as teacher evaluations and school closures—sparked intense debate, making the case an ideal subject for role-play analysis. The complexity of the case provided fertile ground for exploring governance, leadership, and public administration challenges.

Role Play as a Pedagogical Strategy

To maximize engagement and understanding, students were divided into three groups:

1. Case Presenter: This group acted as policy consultants, developing a proposal that built on Rhee’s accomplishments, addressed challenges in engaging teachers, and outlined a strategic plan moving forward.

2. Case Responder: These students critically analyzed the presenter’s proposal, offering counterpoints and alternative perspectives. In the Rhee case, one responder played a teacher who found Rhee’s expectations unrealistic, while the other portrayed a parent who secretly applauded her radical approach.

3. Case Observer: Observers monitored the discussion, took notes, and provided feedback on both the content and the dynamics of the debate. They could also act as facilitators or step into roles that emerged during the discussion.

The class followed a structured flow:

• The case observer introduced the case and provided background.

• The case presenter proposed a policy solution.

• The case responders challenged the proposal, advocating for their assigned stakeholders.

• The discussion concluded when all parties reached an agreement—often requiring considerable effort!

Advantages of Role Play in a Hybrid Format

1. Enhanced Engagement

One of the biggest wins was the level of investment from students. A few turned out to be surprisingly skilled impromptu actors, which heightened the energy in the room. Once the ice was broken, students found the experience enjoyable and fun. It also helped when I, as the instructor, played a role using a dramatic voice—something I’ve had plenty of practice with from reading countless bedtime stories to my child!

2. Exposure to Diverse Perspectives

Role-playing requires students to step into the shoes of different stakeholders, helping them develop a deeper understanding of diverse viewpoints. By portraying individuals with different priorities, they challenge their own assumptions and recognize the complex motivations behind policy decisions. Some students found it liberating—adopting an alternative persona gave them the courage to voice opinions they might not normally express.

3. Development of Critical Thinking Skills

Defending a position forces students to analyze issues strategically and evaluate policies with nuance. Case studies are typically 20 pages long but easy to read, containing rich details about complex policy scenarios. Students must synthesize key information, identify the core issue, and remain mindful of crucial details that could shift the debate. The role play often led to dynamic, sometimes heated cross-examinations, sharpening students' ability to think on their feet.

4. Improved Communication and Collaboration

A critical skill I hope students develop is the ability to navigate difficult conversations—an essential competency for public administrators. Through role play, they practice active listening, acknowledging opposing arguments and responding thoughtfully. These exercises help them manage disagreements productively while remaining professional.

5. Bridging Theory and Practice

Through role play, students apply theoretical concepts in practical scenarios, refining their arguments in the process. Abstract ideas—such as leadership and accountability—come to life in a real policy context, making them more tangible and relevant.

Challenges and Final Thoughts

While the experience was overwhelmingly positive, I am mindful of its applicability to other courses—particularly larger undergraduate classes, where students may be less comfortable speaking up or may find the format overwhelming.

Additionally, preparation is time-intensive, as all cases and roles must be planned before the semester begins. There are also risks—students may speak out of turn, requiring more instructor intervention, and group work can be challenging for some students.

That said, I highly recommend incorporating role play, even in smaller doses. If a case fits this format, a voluntary role play session—perhaps with a few students participating for extra credit—could strike a balance between engagement and feasibility.

Role play has proven to be an effective and enjoyable way to bridge theory and practice, making policy debates come alive for students. With thoughtful implementation, it can be a powerful pedagogical tool in public administration education.