1. Introduce the topic (context, challenge or problem), the country context, and the main actor(s).  Overall critical thinking questions can be used as a warm-up and referred to throughout the learning process.

2. State the learning objectives (as determined by the instructor).  These can vary from gaining insight into leadership practices in different national country contexts to applying best practices or policies in one’s own leadership environment.

3. Select material from the case study that fits the learning objectives; this can be raw/empirical data, scholarly literature, policy documents, etc. Make sure to consider time and resources. Based on the material you choose, develop a “roadmap” for your class. Ideally it will include attention to the critical thinking questions, a walk-through of the case study materials, time for student exploration of the materials in the effort to respond to one or more of the critical thinking questions for themselves. The instructor may assign specific activities/tasks dealing with the material or not.

4. Finally, be sure to include wrap-up activities or questions and sharing of final reflections.  It is more important to formulate questions that trigger discussions than to lecture or to go through every detail in the material provided.

1. Select a case study (or more than one) to investigate. Familiarize yourself with the topic, the country context and the material provided in the case study.

2. Carefully review the critical thinking questions provided and think about what learning outcome you would like to achieve.

3. Reflect on your own experiences of leadership. For example, what type of leader are you?

4. Based on your own goals, analyze and reflect on the materials and choose among the different activities if available in the case study. As you attempt to answer the critical thinking questions offered, and perhaps some of your own, consider what further questions are prompted by the case study and what more you want to learn.