“Simulation” and “case studies” are supplementary teaching aids available for university courses in political science and international relations. The newer technique, simulation, has been used at several universities to augment instruction in international relations, foreign policy making, national security policy, urban politics, and political parties and elections. In fields other than political science, similar techniques abound. The number of business games or simulations exceeds 100, and less numerous games exist for educational administration, legislatures, career choices, and diplomacy, to name a few. Case studies also supplement a wide range of politics courses, including introduction to American government, public administration, party organization, legislative processes, and public law. The case method is the hallmark of schools of law and schools of business, and it is now emulated in teaching the history of science and in training in research methodology in sociology.

Different types of simulations and cases and their uses have been described and discussed elsewhere. Evaluation of games and cases as supplementary instructional aids has almost invariably been impressionistic. The consumers of these teaching methods have reported their personal experiences with them and have advanced claims for and criticisms of them, but they have undertaken little empirical research to determine whether the claims for particular simulations or cases are valid or to compare the actual effects of alternative methods. Moreover, the Ford Foundation expended thousands of dollars to induce business schools to try business games, but their investment in evaluating the success or failure of this innovation extended to convening a conference to discuss the subject, not to carrying out research on it.