case study business english

Methodology for Using Case Studies in the Business English Language Classroom

This paper reflects on the types of case studies available to language learners and teachers and elaborates a methodology on how these case studies can be exploited to maximise student talking time in the language classroom. Not all case studies are the same and with different levels of difficulty and skills trained, the choice of case study is tantamount to the success of your class. Case studies are extremely rich in content and can provide the learner with the potential to consolidate already acquired knowledge and train specific language and managerial skills. Language teachers inexperienced in the use of the case study method may be inhibited by the content-based nature of the case study and therefore shy away from using case studies in class. This teaching methodology should help teachers plan their classroom to ensure effective execution of a case study.

Case Studies in the Language Classroom

Advantages of the case study to the language teacher.

• to develop critical thinking and reflective learning in the learner.
• to improve the student's organisational skills -  as case studies are sometimes very dense in information, the key is to condense this information into logical sections and organise them so that a clear picture of the problem/issue can be understood
• to enhance communication skills - case studies can be used to improve the student's written and oral communication. Non-verbal communication skills are also practised by using case studies
• to train managerial communication skills such as holding a meeting, negotiating a contract, giving a presentation etc. Case studies force students into real-life situations to require them to get involved in managerial communication.
• to encourage collaborative learning and team-working skills in the language learner.

The Case Study Classroom

• Case study introduction - deals with the preparation of the case study, the introduction of a problem solving analysis and the pre-teaching of LSP (in this case, I use the example of meeting skills)
• Case study class - here the class is divided into sections to include meetings, presentations of findings and discussion of recommendations.
• Debriefing the class - the teacher gives feedback on language mistakes, managerial skills and the meeting documents and support materials used.

1. Case Study Introduction

• Company Name
• Elmex-Newton
• Profit in 2001
• Number of Employees
• Head Office
• Product Range
• White goods
• a) Read the case several times.
• b) Define the main issues/problems.
• c) Set out the firm's objectives.
• d) Identify options open to the firm.
• e) Draw up some criteria to evaluate the options chosen.
• f) Select the best option.
• g) Decide on how the option should be implemented.
• h) Draw up an action plan to implement the solution chosen.
• refer students to web sites to read up on the skill being practised. A web search will reveal any number of interesting sites.
• If students have access to libraries, then they can read up on meeting skills in one of the many communication books on the market
• brainstorm some key concepts of meetings such as type of meetings, people at a meeting, verbs, etc (see the worksheet in Appendix 1.)
• move on to the language of meetings - provide the students with useful language input for both the chairperson and the participants such as the language of contradicting and disagreeing, interrupting, taking the floor etc.
• familiarise the students with the documents of meeting - the form and content of agendas, minutes and memos. This should provide the student with more language input such as AOB, matters arising out of the last meeting, absentees, etc.
• divide the class into small groups. You can either ask them to form the groups themselves or you can form the groups based on your class lists.

2. Case Study Class

• Meeting (30 minutes) - Groups (Group A and Group B) meet to discuss their part of the case study.
• Presentation (15 minutes per group) - Group A present their findings to the other group and vice versa.
• Discussion (30 minutes) - all students come together to discuss the findings and make recommendations.

3. Debriefing Class

• Castler, K & Palmer, D (1989) Business Assignments ? Eight advanced case studies with video, Oxford University Press: Oxford.
• Cotton, D., Falvey, D. & Kent, S. (2000) Market Leader ? Intermediate Business English, Longmann : Pearson Education Limited
• Cotton, D., Falvey, D. & Kent, S. (2001) Market Leader ? Upper-Intermediate Business English, Longmann : Pearson Education Limited.
• Crowther-Alwyn, J. (1997) Business Roles ? 12 Simulations for Business English , CUP: Cambridge
• Crowther-Alwyn, J. (1999) Business Roles 2 ? 12 Simulations for Business English , CUP: Cambridge.
• Witte, A.E (Ed.) (1999) Interactive Cases for Business English , Ellipses: Paris

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7 Favorite Business Case Studies to Teach—and Why

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FEATURED CASE STUDIES

The Army Crew Team . Emily Michelle David of CEIBS

ATH Technologies . Devin Shanthikumar of Paul Merage School of Business

Fabritek 1992 . Rob Austin of Ivey Business School

Lincoln Electric Co . Karin Schnarr of Wilfrid Laurier University

Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth . Gary Pisano of Harvard Business School

The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron . Francesca Gino of Harvard Business School

Warren E. Buffett, 2015 . Robert F. Bruner of Darden School of Business

To dig into what makes a compelling case study, we asked seven experienced educators who teach with—and many who write—business case studies: “What is your favorite case to teach and why?”

The resulting list of case study favorites ranges in topics from operations management and organizational structure to rebel leaders and whodunnit dramas.

1. The Army Crew Team

Emily Michelle David, Assistant Professor of Management, China Europe International Business School (CEIBS)

“I love teaching  The Army Crew Team  case because it beautifully demonstrates how a team can be so much less than the sum of its parts.

I deliver the case to executives in a nearby state-of-the-art rowing facility that features rowing machines, professional coaches, and shiny red eight-person shells.

After going through the case, they hear testimonies from former members of Chinese national crew teams before carrying their own boat to the river for a test race.

The rich learning environment helps to vividly underscore one of the case’s core messages: competition can be a double-edged sword if not properly managed.

Executives in Emily Michelle David’s organizational behavior class participate in rowing activities at a nearby facility as part of her case delivery.

Despite working for an elite headhunting firm, the executives in my most recent class were surprised to realize how much they’ve allowed their own team-building responsibilities to lapse. In the MBA pre-course, this case often leads to a rich discussion about common traps that newcomers fall into (for example, trying to do too much, too soon), which helps to poise them to both stand out in the MBA as well as prepare them for the lateral team building they will soon engage in.

Finally, I love that the post-script always gets a good laugh and serves as an early lesson that organizational behavior courses will seldom give you foolproof solutions for specific problems but will, instead, arm you with the ability to think through issues more critically.”

2. ATH Technologies

Devin Shanthikumar, Associate Professor of Accounting, Paul Merage School of Business

“As a professor at UC Irvine’s Paul Merage School of Business, and before that at Harvard Business School, I have probably taught over 100 cases. I would like to say that my favorite case is my own,   Compass Box Whisky Company . But as fun as that case is, one case beats it:  ATH Technologies  by Robert Simons and Jennifer Packard.

ATH presents a young entrepreneurial company that is bought by a much larger company. As part of the merger, ATH gets an ‘earn-out’ deal—common among high-tech industries. The company, and the class, must decide what to do to achieve the stretch earn-out goals.

ATH captures a scenario we all want to be in at some point in our careers—being part of a young, exciting, growing organization. And a scenario we all will likely face—having stretch goals that seem almost unreachable.

It forces us, as a class, to really struggle with what to do at each stage.

After we read and discuss the A case, we find out what happens next, and discuss the B case, then the C, then D, and even E. At every stage, we can:

see how our decisions play out,

figure out how to build on our successes, and

address our failures.

The case is exciting, the class discussion is dynamic and energetic, and in the end, we all go home with a memorable ‘ah-ha!’ moment.

I have taught many great cases over my career, but none are quite as fun, memorable, and effective as ATH .”

3. Fabritek 1992

Rob Austin, Professor of Information Systems, Ivey Business School

“This might seem like an odd choice, but my favorite case to teach is an old operations case called  Fabritek 1992 .

The latest version of Fabritek 1992 is dated 2009, but it is my understanding that this is a rewrite of a case that is older (probably much older). There is a Fabritek 1969 in the HBP catalog—same basic case, older dates, and numbers. That 1969 version lists no authors, so I suspect the case goes even further back; the 1969 version is, I’m guessing, a rewrite of an even older version.

There are many things I appreciate about the case. Here are a few:

It operates as a learning opportunity at many levels. At first it looks like a not-very-glamorous production job scheduling case. By the end of the case discussion, though, we’re into (operations) strategy and more. It starts out technical, then explodes into much broader relevance. As I tell participants when I’m teaching HBP's Teaching with Cases seminars —where I often use Fabritek as an example—when people first encounter this case, they almost always underestimate it.

It has great characters—especially Arthur Moreno, who looks like a troublemaker, but who, discussion reveals, might just be the smartest guy in the factory. Alums of the Harvard MBA program have told me that they remember Arthur Moreno many years later.

Almost every word in the case is important. It’s only four and a half pages of text and three pages of exhibits. This economy of words and sparsity of style have always seemed like poetry to me. I should note that this super concise, every-word-matters approach is not the ideal we usually aspire to when we write cases. Often, we include extra or superfluous information because part of our teaching objective is to provide practice in separating what matters from what doesn’t in a case. Fabritek takes a different approach, though, which fits it well.

It has a dramatic structure. It unfolds like a detective story, a sort of whodunnit. Something is wrong. There is a quality problem, and we’re not sure who or what is responsible. One person, Arthur Moreno, looks very guilty (probably too obviously guilty), but as we dig into the situation, there are many more possibilities. We spend in-class time analyzing the data (there’s a bit of math, so it covers that base, too) to determine which hypotheses are best supported by the data. And, realistically, the data doesn’t support any of the hypotheses perfectly, just some of them more than others. Also, there’s a plot twist at the end (I won’t reveal it, but here’s a hint: Arthur Moreno isn’t nearly the biggest problem in the final analysis). I have had students tell me the surprising realization at the end of the discussion gives them ‘goosebumps.’

Finally, through the unexpected plot twist, it imparts what I call a ‘wisdom lesson’ to young managers: not to be too sure of themselves and to regard the experiences of others, especially experts out on the factory floor, with great seriousness.”

4. Lincoln Electric Co.

Karin Schnarr, Assistant Professor of Policy, Wilfrid Laurier University

“As a strategy professor, my favorite case to teach is the classic 1975 Harvard case  Lincoln Electric Co.  by Norman Berg.

I use it to demonstrate to students the theory linkage between strategy and organizational structure, management processes, and leadership behavior.

This case may be an odd choice for a favorite. It occurs decades before my students were born. It is pages longer than we are told students are now willing to read. It is about manufacturing arc welding equipment in Cleveland, Ohio—a hard sell for a Canadian business classroom.

Yet, I have never come across a case that so perfectly illustrates what I want students to learn about how a company can be designed from an organizational perspective to successfully implement its strategy.

And in a time where so much focus continues to be on how to maximize shareholder value, it is refreshing to be able to discuss a publicly-traded company that is successfully pursuing a strategy that provides a fair value to shareholders while distributing value to employees through a large bonus pool, as well as value to customers by continually lowering prices.

However, to make the case resonate with today’s students, I work to make it relevant to the contemporary business environment. I link the case to multimedia clips about Lincoln Electric’s current manufacturing practices, processes, and leadership practices. My students can then see that a model that has been in place for generations is still viable and highly successful, even in our very different competitive situation.”

5. Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth

Gary Pisano, Professor of Business Administration, Harvard Business School

“My favorite case to teach these days is  Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth .

I love teaching this case for three reasons:

1. It demonstrates how a company in a super-tough, highly competitive business can do very well by focusing on creating unique operating capabilities. In theory, Pal’s should have no chance against behemoths like McDonalds or Wendy’s—but it thrives because it has built a unique operating system. It’s a great example of a strategic approach to operations in action.

2. The case shows how a strategic approach to human resource and talent development at all levels really matters. This company competes in an industry not known for engaging its front-line workers. The case shows how engaging these workers can really pay off.

3. Finally, Pal’s is really unusual in its approach to growth. Most companies set growth goals (usually arbitrary ones) and then try to figure out how to ‘backfill’ the human resource and talent management gaps. They trust you can always find someone to do the job. Pal’s tackles the growth problem completely the other way around. They rigorously select and train their future managers. Only when they have a manager ready to take on their own store do they open a new one. They pace their growth off their capacity to develop talent. I find this really fascinating and so do the students I teach this case to.”

6. The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron

Francesca Gino, Professor of Business Administration, Harvard Business School

“My favorite case to teach is  The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron .

The case surprises students because it is about a leader, known in the unit by the nickname Chaos , who inspired his squadron to be innovative and to change in a culture that is all about not rocking the boat, and where there is a deep sense that rules should simply be followed.

For years, I studied ‘rebels,’ people who do not accept the status quo; rather, they approach work with curiosity and produce positive change in their organizations. Chaos is a rebel leader who got the level of cultural change right. Many of the leaders I’ve met over the years complain about the ‘corporate culture,’ or at least point to clear weaknesses of it; but then they throw their hands up in the air and forget about changing what they can.

Chaos is different—he didn’t go after the ‘Air Force’ culture. That would be like boiling the ocean.

Instead, he focused on his unit of control and command: The 99th squadron. He focused on enabling that group to do what it needed to do within the confines of the bigger Air Force culture. In the process, he inspired everyone on his team to be the best they can be at work.

The case leaves the classroom buzzing and inspired to take action.”

7. Warren E. Buffett, 2015

Robert F. Bruner, Professor of Business Administration, Darden School of Business

“I love teaching   Warren E. Buffett, 2015  because it energizes, exercises, and surprises students.

Buffett looms large in the business firmament and therefore attracts anyone who is eager to learn his secrets for successful investing. This generates the kind of energy that helps to break the ice among students and instructors early in a course and to lay the groundwork for good case discussion practices.

Studying Buffett’s approach to investing helps to introduce and exercise important themes that will resonate throughout a course. The case challenges students to define for themselves what it means to create value. The case discussion can easily be tailored for novices or for more advanced students.

Either way, this is not hero worship: The case affords a critical examination of the financial performance of Buffett’s firm, Berkshire Hathaway, and reveals both triumphs and stumbles. Most importantly, students can critique the purported benefits of Buffett’s conglomeration strategy and the sustainability of his investment record as the size of the firm grows very large.

By the end of the class session, students seem surprised with what they have discovered. They buzz over the paradoxes in Buffett’s philosophy and performance record. And they come away with sober respect for Buffett’s acumen and for the challenges of creating value for investors.

Surely, such sobriety is a meta-message for any mastery of finance.”

More Educator Favorites

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar  is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of  Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

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Here you can find a wide range of full lesson plans to use in your business English classroom. All of our lessons are designed around functional skills for business learners and can be used to complement your course curriculum, giving students an opportunity to develop their English language and skills in motivating and enjoyable ways. Written by business English language teaching experts from around the world, our lesson plans are easy to use and aim to give your students the skills and confidence they need to enjoy learning English.

Meetings 1: Getting down to business

The beginning of a meeting presents a major dilemma: is it better to get straight down to business, or is it important to allow or even encourage small talk? The texts in this lesson present arguments from opposing viewpoints, which may help students to question their own assumptions. The lesson goes on to introduce useful language for both small talk and getting down to business, with practice in the form of role-plays.

Negotiations 1: Building relationships

When we think of negotiations, we tend to focus on the hard negotiating skills connected with bargaining. In fact, many professional negotiators will confirm that the most important skill is effective relationship building.

Socialising 1: Breaking the ice

For many people, the idea of walking into a room full of strangers and trying to socialise with them can be terrifying, especially if you have to use a foreign language. The barriers to ‘breaking the ice’ in a situation like this are just as much psychological as linguistic, which is why this lesson aims to get students thinking about the situation (through a quiz-based discussion and jigsaw reading) as much as speaking and practicing the skill of starting conversations with strangers.

Meetings 2: Getting involved in meetings

Many learners of English worry about their mistakes and allow their insecurities to prevent them from participating in meetings fully. This lesson provides reassurance that such insecurities are very common and normal. It also presents some strategies for increasing their confidence and ability to participate actively in meetings in English. The lesson also warns students that they themselves are responsible for overcoming this barrier to communication. There is also some guidance for learners with the opposite problem: overconfidence and dominance. It is suitable for a wide range of professional contexts, not just businesspeople.

Socialising 2: Keeping conversations going

After struggling to break the ice, the next obstacle is to keep the conversation going beyond the initial conversation. For this reason, this lesson aims to provide students with a bank of around 15 questions that they would feel comfortable asking in a conversation with a new acquaintance. They will also learn more general techniques involving different types of questions and the skill of turn-taking. Finally, they will practise all the skills from the lesson in a role-play game.

Meetings 3: Managing a meeting

This lesson focuses on two important aspects of managing a meeting: setting up the meeting with a series of emails, and keep the meeting under control. Two other important parts of managing a meeting, introducing the meeting and closing the meeting, are covered in lessons 1 and 5.

Negotiations 2: Positions and interests

The key to successful negotiation is preparation and research. This means finding out exactly what you want from the negotiation, and why you want it. This lesson includes a discussion, vocabulary input, a reading activity, useful language for negotiation, team problem solving and a role play in pairs.

Meetings 4: Brainstorming and evaluating

Since its development in the 1950s, brainstorming has become one of the most common techniques used in meetings to generate ideas. However, despite its clear benefits, the technique has its faults and many improvements have been suggested and analysed. This lesson aims to provide practice of brainstorming at the same time as exploring possible improvements. The second half of the lesson focuses on the necessary follow-up to brainstorming: evaluating ideas. This means the lesson covers two of the key language functions of meetings: making suggestions and agreeing/disagreeing.

Negotiations 3: Questioning and clarifying

In a negotiation, it’s very important to know when to speak, when to ask and when to shut up and listen. In this lesson students rank and discuss the stages of negotiation, do a reading activity and look at negotiations vocabulary, examine question types, then finish with a role play to practise clarifying, summarising and responding.

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Decision time (business case study)

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Discussing business case studies

LESSON OVERVIEW

Thanks to this business case study worksheet, students learn phrasal verbs to talk about companies, watch a video presenting a case study and discuss situations in which companies face different problems .

This is a Flipped Classroom lesson plan. In a nutshell, it means that the first part of the lesson needs to be done by students at home. Learn more about flipped classroom and how we implement it in these lesson plans in our post.

PRE‐CLASS ACTIVITIES

The pre‐class part includes two vocabulary exercises . First, students read a few sentences and have to choose the best word (A, B or C) to complete them. Thanks to that, students will l earn words and phrases such as flat revenues, equity stake, majority shareholder , etc. All of the vocabulary will later appear in the video. Next, students read some sentences and complete phrasal verbs with the correct words provided in the box. The phrasal verbs in this exercise are connected with companies and their operations, e.g. buy out, step aside or sell off .

IN‐CLASS ACTIVITIES

Video & discussion.

The in‐class part starts with a short discussion about companies, the problems they face and some exit strategies. After that, students watch the first part of a short video presenting a business case study and need to complete a table with the missing information. In the second listening comprehension task, students watch the rest of the video and need to discuss a few questions .

Vocabulary & Case Studies

Then, students read three short texts and have to complete them with missing prepositions. Apart from checking students’ knowledge of phrasal verbs they learnt beforehand, we also revise some common expressions such as see eye to eye, click with someone or be on the same page . After completing the texts, in their own words, students need to explain what the expressions mean. Finally, this business case study worksheet ends with a discussion. Students read the three situations again,   weigh up the possible options and say what decisions they would take when faced with such challenges.

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You’re the BEST! Going to try this brand new class tomorrow and let you know how it goes 🙂

Perfect! Looking forward to your feedback 🙂

FANTASTIC! I’m really looking forward to use this in my coming lessons. Thank you!

Hi guys! Thanks for another great lesson plan. One question concerning exercise 2 sentence C: there is a choice between “step down” and “step aside”. The dictionary says that both expressions mean withdraw or resign from an important position or office. What do you think about this case?

Sorry! I’ve just realised my mistake 🙂

No worries, it happens 🙂

Hello, could ‘step down’ also be used in this case? Thanks

Hi! That’s right! In this exercise students need to complete the gaps and not choose one option. In that case we provided one correct option there, i.e. ‘step down’, and students need to find other word in the box that can also complete this phrasal verb, i.e. ‘aside’. So when they do it correctly, they end up with two correct options ‘step aside’ and ‘step down’ that can be both used in that case.

When I download the PowerPoint it’s all messed up and I can’t fix it. It always happens and I have always fixed all lessons but this one is just impossible to fix… I really want to use the lesson but I can’t. Can you help me, Pleeeeease?

As we design our lessons in Google Slides, we recommend using that for teaching online and editing our e-lesson plans. There’s an option to download our e-lesson plans in pptx but as you already know the formatting will be off. We simply can’t guarantee the same experience using pptx as when using Google Slides. I’m sorry but there’s not much I can do here. If you really need this lesson in an offline version, download it as a PDF. You’ll lose the animations and editing capabilities but it will look the way it should.

Excellent, as usual. I used in my class today. Awesome!

This is actually perfect for my business English students! Thank you so much 🙂

Thank you SO MUCH for this case studies. Case studies are so useful and in such high demand!!!

I’m happy they come in handy! You can find other lessons with case studies here

Thank you so much for this!! This eases my worry for the first bussiness english class tmr

Happy to hear that and good luck with your classes 🙂

Great content! It will be really useful for my classes. I really liked the case studies created in the end, as well as the video selected. The vocabulary activities are really good but they might be a little overwhelming. I decided to select some of them. Thanks for the amazing content!

I’ve created extra activities to boost students speaking. I could share if you wish.

Hi! Thanks for such positive feedback on the lesson plan, I’m really happy to hear that 🙂 Regarding the extra activities, sure, you can upload them somewhere and share a link with us here (as long as the activities are your original ideas and do not include any tasks from coursebooks, etc.).

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Case Studies for Business English

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• ISBN-10 1938757599
• ISBN-13 978-1938757594
• Publication date September 13, 2019
• Language English
• Dimensions 8.5 x 0.33 x 11 inches
• Print length 145 pages
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• Publisher ‏ : ‎ Wayzgoose Press (September 13, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 145 pages
• ISBN-10 ‏ : ‎ 1938757599
• ISBN-13 ‏ : ‎ 978-1938757594
• Item Weight ‏ : ‎ 12.5 ounces
• Dimensions ‏ : ‎ 8.5 x 0.33 x 11 inches
• #395 in Business Communication
• #7,678 in Foreign Language Instruction (Books)
• #8,173 in English as a Second Language Instruction

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Erica j. williams.

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Erica J. Williams has had a long career as a trainer and coach for business English with a special interest in the areas of marketing communications and presentations. She is currently employed as a business English specialist in the Business Studies faculty at the University of Applied Sciences in Düsseldorf, Germany and splits her time between Germany and her home in the U.K.

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Hot Oceans Worsened Dubai’s Dramatic Flooding, Scientists Say

An international team of researchers found that heavy rains had intensified in the region, though they couldn’t say for sure how much climate change was responsible.

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By Raymond Zhong

Scenes of flood-ravaged neighborhoods in one of the planet’s driest regions stunned the world this month. Heavy rains in the United Arab Emirates and Oman submerged cars, clogged highways and killed at least 21 people. Flights out of Dubai’s airport, a major global hub, were severely disrupted.

The downpours weren’t a total surprise — forecasters had anticipated the storms several days earlier and issued warnings. But they were certainly unusual.

Here’s what to know.

Heavy rain there is rare, but not unheard-of.

On average, the Arabian Peninsula receives a scant few inches of rain a year, although scientists have found that a sizable chunk of that precipitation falls in infrequent but severe bursts, not as periodic showers. These rains often come during El Niño conditions like the ones the world is experiencing now.

U.A.E. officials said the 24-hour rain total on April 16 was the country’s largest since records there began in 1949 . And parts of the nation had already experienced an earlier round of thunderstorms in March.

Oman, with its coastline on the Arabian Sea, is also vulnerable to tropical cyclones. Past storms there have brought torrential rain, powerful winds and mudslides, causing extensive damage.

Global warming is projected to intensify downpours.

Stronger storms are a key consequence of human-caused global warming. As the atmosphere gets hotter, it can hold more moisture, which can eventually make its way down to the earth as rain or snow.

But that doesn’t mean rainfall patterns are changing in precisely the same way across every part of the globe.

In their latest assessment of climate research , scientists convened by the United Nations found there wasn’t enough data to have firm conclusions about rainfall trends in the Arabian Peninsula and how climate change was affecting them. The researchers said, however, that if global warming were to be allowed to continue worsening in the coming decades, extreme downpours in the region would quite likely become more intense and more frequent.

Hot oceans are a big factor.

An international team of scientists has made a first attempt at estimating the extent to which climate change may have contributed to April’s storms. The researchers didn’t manage to pin down the connection precisely, though in their analysis, they did highlight one known driver of heavy rain in the region: above-normal ocean temperatures.

Large parts of the Indian, Pacific and Atlantic Oceans have been hotter than usual recently, in part because of El Niño and other natural weather cycles, and in part because of human-induced warming .

When looking only at El Niño years, the scientists estimated that storm events as infrequent as this month’s delivered 10 percent to 40 percent more rain to the region than they would in a world that hadn’t been warmed by human activities. They cautioned, however, that these estimates were highly uncertain.

“Rainfall, in general, is getting more extreme,” said Mansour Almazroui, a climate scientist at King Abdulaziz University in Jeddah, Saudi Arabia, and one of the researchers who contributed to the analysis.

The analysis was conducted by scientists affiliated with World Weather Attribution, a research collaboration that studies extreme weather events shortly after they occur. Their findings about this month’s rains haven’t yet been peer reviewed, but are based on standardized methods .

The role of cloud seeding isn’t clear.

The U.A.E. has for decades worked to increase rainfall and boost water supplies by seeding clouds. Essentially, this involves shooting particles into clouds to encourage the moisture to gather into larger, heavier droplets, ones that are more likely to fall as rain or snow.

Cloud seeding and other rain-enhancement methods have been tried around the world, including in Australia, China, India, Israel, South Africa and the United States. Studies have found that these operations can, at best, affect precipitation modestly — enough to turn a downpour into a bigger downpour, but probably not a drizzle into a deluge.

Still, experts said pinning down how much seeding might have contributed to this month’s storms would require detailed study.

“In general, it is quite a challenge to assess the impact of seeding,” said Luca Delle Monache, a climate scientist at the Scripps Institution of Oceanography in La Jolla, Calif. Dr. Delle Monache has been leading efforts to use artificial intelligence to improve the U.A.E.’s rain-enhancement program.

An official with the U.A.E.’s National Center of Meteorology, Omar Al Yazeedi, told news outlets that the agency didn’t conduct any seeding during the latest storms. His statements didn’t make clear, however, whether that was also true in the hours or days before.

Mr. Al Yazeedi didn’t respond to emailed questions from The New York Times, and Adel Kamal, a spokesman for the center, didn’t have further comment.

Cities in dry places just aren’t designed for floods.

Wherever it happens, flooding isn’t just a matter of how much rain comes down. It’s also about what happens to all that water once it’s on the ground — most critically, in the places people live.

Cities in arid regions often aren’t designed to drain very effectively. In these areas, paved surfaces block rain from seeping into the earth below, forcing it into drainage systems that can easily become overwhelmed.

One recent study of Sharjah , the capital of the third-largest emirate in the U.A.E., found that the city’s rapid growth over the past half-century had made it vulnerable to flooding at far lower levels of rain than before.

Omnia Al Desoukie contributed reporting.

Raymond Zhong reports on climate and environmental issues for The Times. More about Raymond Zhong