Abstract:

Real-world case studies in the field of organizational psychology remain scarce, since most available cases from major publishers or case-oriented educational non-profit organizations focus on business-related, rather than organizational psychology theories, thereby particularly targeting organizational behavior-related curricula of business schools and not organizational psychology curricula. Despite the relevance of problem-based learning (PBL) for any applied psychology discipline, it therefore remains challenging to adopt case-based teaching in established organizational psychology curricula. Although developing own fictional cases as teaching materials is an option, two main caveats exist:
1) well-researched real-world cases provide more ecological validity, whereas the real-world applicability of fictional cases may be doubted;
2) Writing scenarios can be challenging and burdensome for teachers.

To overcome the limitations of existing teaching cases regarding OP-relevant information (predominant focus on tangible information versus intangible psycho-social processes) and, we developed in close collaboration with a team of management practitioners and by use of artificial intelligence (AI) technology tools a teaching case that addressed an emerging topic, called work-life-flow. By using AI technology for teacher supporting measures, this also aimed to boost the two main strategic priorities of the Digital Education Action Plan (2021-2027), that are:
1) To foster high-preforming digital education ecosystems, and
2) To enhance digital skills and competences for the digital age.

The case was theoretically based on the research undertaken within the scope of the project “Excellence based profiling to identify and apply tools and trainings for a better and sustainable Work-Life-Flow” (Erasmus+ :2020-1-ES01-KA203-083282). Specifically, Google’s Gemini Advanced version was used to develop a complex teaching case that included including relevant organizational psychology concepts to facilitate a nuanced understanding of the concept of Work-Life-Flow, temporal dynamics, varying employee experiences and preferences, and influencing processes at individual, group, and organization levels. Exemplary topics include personal values, motivational theories, stress/wellbeing theories, leadership, diversity, among others. The case study addressed scientific and knowledge competences and applied skills. To ensure real-world applicability, the AI-assisted development process of the case was nurtured by state-of-the-art scientific evidence and recent representative polling results. Furthermore, the final case was validated in terms of ecological validity by the practitioner partner of the Strategic Partnership project. Focal area of the case revolved around the current debate about return-to-the-office, hybrid, and fully remote policies, that today affect large parts of the workforce. The case is currently pilot-tested in an existing curriculum of organizational psychology (Bachelor course of psychology) at the University of Barcelona and uses scientific and competence-related criteria of the subject's study plan. Preliminary results show high student satisfaction: 73.8% enjoyed learning about the challenges and opportunities of remote leadership through the Barcelona Green case study, 90.5% found the case study materials (text, discussion points) very relevant to their understanding of remote leadership (N = 42).

Keywords:

Case study, Organizational Psychology, Artificial Intelligence, Work-Life-Flow.