The role and effectiveness of case studies: student performance in case study vs “theory” examinations

Abstract

Attempts to assess the value of case study use in examination mode. In particular, it is concerned with an appraisal of the results of the examination performance of a large class of graduate students who had participated in a comparatively traditional “theory”/lecture course. Experience with the author’s “Riverdance” case study shows that if topics are sufficiently attention directing, a high participation rate can be achieved on case questions, even though “more conventional” questions are optional. Shows the advantages of researching student performances “by going back to basics”. Within classroom sessions, students can feel inhibited/intimidated by large class sizes. However, if a stimulatory environment and appropriate exam structure can be devised, a particular “one‐to‐one” rapport between lecturer and student can be established ‐ through the much maligned examination script.

Citation

Cinneide, B.O. (1997), "The role and effectiveness of case studies: student performance in case study vs “theory” examinations", Journal of European Industrial Training, Vol. 21 No. 1, pp. 3-13. https://doi.org/10.1108/03090599710156384