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Case Study Method

GS-IV: Ethics, Integrity & Aptitude

Useful for: UPSC Civil Services

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Overview

GS-IV case studies test practical ethical judgement: identifying stakeholders and dilemmas, weighing options and choosing a lawful, humane and workable course.

Key points

  • Start by listing stakeholders and their interests.
  • Name the ethical issues and values in conflict (e.g. compassion vs rule of law).
  • List realistic options with pros and cons; avoid extreme or illegal options.
  • Choose a course that is lawful, fair, compassionate and practical; justify it.
  • Add short-term and long-term measures.
  • Write in clear points within the word limit.

Practice MCQs

  1. From the perspective of definition and scope, which one of the following statements about Case Study Method is correct?

    1. Ethics case studies are best answered by naming a value without analysing stakeholders or consequences.
    2. Case Study Method is unrelated to institutions, processes or real-world applications.
    3. Case Study Method has no exceptions or limitations in exam analysis.
    4. A strong ethics case-study answer identifies facts, stakeholders, ethical issues, options and implementation safeguards.

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    Answer: (d) A strong ethics case-study answer identifies facts, stakeholders, ethical issues, options and implementation safeguards.. A strong ethics case-study answer identifies facts, stakeholders, ethical issues, options and implementation safeguards.

  2. Consider the following statements on Case Study Method and Probity, Transparency & RTI, focusing on definition and scope: 1. Ethics case studies are best answered by naming a value without analysing stakeholders or consequences. 2. Transparency requires publication of every piece of information without any legitimate confidentiality exception. Which of the statements given above is/are correct?

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2

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    Answer: (d) Neither 1 nor 2. Neither statement is correct; both are common misconceptions.

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