{"id":15172,"date":"2022-11-11T15:47:43","date_gmt":"2022-11-11T14:47:43","guid":{"rendered":"https:\/\/igop.uab.cat\/case-studies\/"},"modified":"2026-05-13T11:45:45","modified_gmt":"2026-05-13T09:45:45","slug":"case-studies","status":"publish","type":"page","link":"https:\/\/igop.uab.cat\/en\/case-studies\/","title":{"rendered":"Case studies"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.5″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n

The preparation and writing of cases for teaching Public Administration and Public Policy began in 1992 together with the first edition of the UAB Master in Public Management. Our idea since then has been to facilitate interactive learning based on the discussion of real problems in the classroom. We now want to relaunch this initiative by bringing back some “classic” cases (which have worked very well in the classroom) and by publishing new cases both in the field of public management and the third sector and in the field of policy analysis.<\/p>\n

[\/et_pb_text][et_pb_toggle title=”Purpose” _builder_version=”4.24.3″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

The purpose of the case is to show a typical situation that the student will encounter when working in the public sector or its environment. The case presents information on the background, the current situation of the problem, the main actors and possible policy alternatives at the time of writing the case. In the preparation of the cases, its writers try to present information which is as real as possible, based on the consultation of documentation and interviews. Some cases also have a \u201cteaching note\u201d explainig how to organize the case discussion with the students and showing how they usually answer the questions raised by the case.<\/p>\n

[\/et_pb_toggle][et_pb_toggle title=”Not just cases” _builder_version=”4.17.3″ _module_preset=”default” global_colors_info=”{}”]Apart from the cases understood as stories, this collection also includes some simulations, negotiation exercises and policy analysis exercises. The latter are characterized by including data that allows the quantitative analysis of the problem, usually with a spreadsheet. All the cases admit different readings and can be used to illustrate different aspects in relation to a policy or the management of an organization (for example, analyzing which is the most efficient option and at the same time its political consequences; illustrating a human resources issue which in turn implies a strategic change; or a health policy issue that implies a change in financing). [\/et_pb_toggle][et_pb_text _builder_version=”4.17.3″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]We encourage you to use our cases respecting their integrity and acknowledging those who wrote them in accordance with the Creative Commons<\/em>. [\/et_pb_text][et_pb_text _builder_version=”4.17.3″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n

Selected cases<\/h2>\n

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Case Program
UAB<\/h3>\n

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\"Cas<\/p>\n

Pol\u00edticas para el empleo y la inclusi\u00f3n de la juventud en peque\u00f1as y medianas ciudades
<\/strong>CASE PROGRAM Pol\u00edticas empleo e inclusi\u00f3n ciudades<\/a><\/p>\n

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\"Politicas<\/p>\n

Pol\u00edticas contra la segregaci\u00f3n residencial de la inmigraci\u00f3n en Dinamarca
<\/strong>CASE PROGRAM Segregaci\u00f3n residencial en Dinamarca<\/a><\/p>\n

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\"Pobreza<\/p>\n

Pobreza energ\u00e9tica en Barcelona
<\/strong>CASE PROGRAM Pobreza energ\u00e9tica en BCN<\/a><\/p>\n

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\"Estudi<\/p>\n

Bracons. El jefe autoritario
<\/strong>CASE PROGRAM El caso Antonio Bracons<\/a><\/p>\n

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\"Estudi<\/p>\n

Mentir, mentir y mentir
<\/strong>CASE PROGRAM Mentir, mentir y mentir<\/a><\/p>\n

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\"Estudio<\/p>\n

Gesti\u00f3n ambiental sostenible en TMB
<\/strong>CASE PROGRAM Gesti\u00f3n ambiental sostenible en TMB<\/a><\/p>\n

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\"Estudi<\/p>\n

Integraci\u00f3n social a trav\u00e9s de las artes: el caso de Xamfr\u00e0
<\/strong>CASE PROGRAM Integraci\u00f3n social a trav\u00e9s de las artes: Xamfr\u00e0<\/a><\/p>\n

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\"Estudi<\/p>\n

Trabajos con el coraz\u00f3n para los m\u00e1s vulnerables
<\/strong>CASE PROGRAM Trabajos con el coraz\u00f3n<\/a><\/p>\n

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\"Cas<\/p>\n

\u00bfCambio estrat\u00e9gico en Barcelona Activa?
<\/strong>CASE PROGRAM Cambio estrat\u00e9gico en Barcelona Activa<\/a><\/p>\n

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\"Estudi<\/p>\n

El experimento B-Mincome de Barcelona
<\/strong>CASE PROGRAM El experimento B-Mincome Barcelona<\/a><\/p>\n

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\"Estudi<\/p>\n

Participaci\u00f3n ciudadana en Barcelona y el proyecto Decidim
<\/strong>CASE PROGRAM Participaci\u00f3n ciudadana Decidim<\/a><\/p>\n

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\"Estudi<\/p>\n

Taxis en Barcelona y la uberizaci\u00f3n del sector
<\/strong>CAS PROGRAM Taxis Barcelona<\/a><\/p>\n

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\"Family<\/p>\n

Planificaci\u00f3n familiar en Mozar\u00e1n e Izaltenango
<\/strong>CAS PROGRAM Planificaci\u00f3n familiar en Mozar\u00e1n<\/a><\/p>\n

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\"Estudi<\/p>\n

El Instituto mental de la Santa Cruz
<\/strong>CAS PROGRAM Institut Santa Cruz cas<\/a><\/p>\n

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\"Case<\/p>\n

El caso de Pirelli Mar
<\/strong>CASE PROGRAM_Pirelli Mar<\/a><\/p>\n

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Data Driven Teaching Exercise<\/h3>\n

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\"CEX<\/p>\n

Evaluaci\u00f3n permiso paternidad
<\/strong>CASE EXERCISE 7A primer nivel<\/a>
CASE EXERCISE 7B segundo nivel<\/a>
CASE EXERCISE 7C tercer nivel<\/a><\/p>\n

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\"Case<\/p>\n

Evaluaci\u00f3n de un servicio p\u00fablico (EBAS)
<\/strong>CASE EXERCISE Evaluaci\u00f3n servicio p\u00fablico con indicadores<\/a><\/p>\n

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\"Case<\/p>\n

\u00bfInseguridad en Barcelona?
<\/strong>CASE EXERCISE Inseguridad en Barcelona<\/a><\/p>\n

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\"Case<\/p>\n

Subvencionar ferrocarriles privados en el Reino Unido
<\/strong>CASE EXERCISE Ferrocarriles privados Reino Unido<\/a><\/p>\n

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\"Case<\/p>\n

Las respuestas a la segregaci\u00f3n escolar
<\/strong>CASE EXERCISE Segregaci\u00f3n escolar<\/a><\/p>\n

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\"Case<\/p>\n

La batalla por el dinero p\u00fablico
<\/strong>CASE EXERCISE Batalla dinero p\u00fablico<\/a><\/p>\n

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\"Case<\/p>\n

Calidad de las escuelas en el Reino Unido
<\/strong>CASE EXERCISE Calidad escuelas UK<\/a><\/p>\n

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PCUBE<\/h3>\n

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\"\"<\/p>\n

Social Exclusion, Social Inclusion and Social Innovation. An overview of their conceptualization and relations
<\/strong>Literature review of some of the key concepts used in the P-CUBE project<\/a><\/p>\n

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\"\"<\/p>\n

The externalisation of asylum and the reception of people seeking international protection
<\/strong>The externalisation case<\/a> | TEACHER GUIDE<\/a><\/p>\n

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\"PCUBE<\/p>\n

Labour rights regulation and the digital platform-based economy: the case of riders
<\/strong>The case of Riders<\/a> | TEACHER GUIDE<\/a><\/p>\n

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\"PCUBE<\/p>\n

Artificial intelligence and automated decision-making in welfare policies
<\/strong>Artificial intelligence Case<\/a> | TEACHER GUIDE<\/a><\/p>\n

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\"\"<\/p>\n

School meals for vulnerable children: service provision in times of crisis
<\/strong>School Meals Case<\/a> | TEACHER GUIDE<\/a><\/p>\n

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