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1 – 10 of over 2000
Article
Publication date: 1 June 2022

DeShannon McDonald, Valentina Iscaro and O. Guy Posey

In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and…

Abstract

Purpose

In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and think-pair-share may be used in any business course, as they engage learners, may meet Association to Advance Collegiate Schools of Business standards and assist with employer needs through knowledge and skill enhancement in critical thinking, decision-making, problem-solving and collaboration. The purpose of this paper is to provide business instructors with three activities that are easily modified. The activities promote workforce skills and encourage reflection activities as an assessment. The intent of each scenario is to present solution-driven methods by which business challenges may be assessed and resolved.

Design/methodology/approach

Section 2 offers a literature review on case-based learning and think-pair-share. Section 3 includes three case-based activities that instructors may implement. Section 4 sets forth student assessment findings and a conclusion.

Findings

The findings demonstrated that learners reported positive benefits of case scenarios and think-pair-share on their ability to make business decisions, critically analyze, solve business problems and collaborate. Reflective observation was an insightful tool in assessing comprehension and skill-building for 68 learners in two sections of fall 2019 Legal Environment of Business courses. The contribution to literature is primarily practical. The activities foster educational effectiveness by stimulating learners to practice critical employment skills. The results also show that satisfaction, intensifying students’ engagement, enhances the educational effectiveness of the courses.

Originality/value

This study provides three original case-based activities with suggested content, handouts that may be copied for class use, instructor preparation, learning outcomes, objectives and assignment procedures.

Details

Journal of International Education in Business, vol. 15 no. 2
Type: Research Article
ISSN: 2046-469X

Keywords

Content available
Book part
Publication date: 20 November 2023

Abstract

Details

Active and Transformative Learning in STEAM Disciplines
Type: Book
ISBN: 978-1-83753-619-1

Book part
Publication date: 26 July 2023

Kimberly B. Garza, Channing R. Ford, Lindsey E. Moseley and Bradley M. Wright

L. Dee Fink proposes that different and more significant kinds of learning should be created in higher education to transition student outcomes from simply “learning” to…

Abstract

L. Dee Fink proposes that different and more significant kinds of learning should be created in higher education to transition student outcomes from simply “learning” to “significant learning,” and these new types of learning should be situated within significant learning experiences (Fink, 2003). Fink also identified a taxonomy of significant learning that included six components: integration, foundational knowledge, application, human dimension, caring, and learning how to learn. Using Fink’s Taxonomy of Significant Learning as a framework, the authors will share the development of a course on navigating the US Healthcare System that resulted in significant learning outcomes for students completing the first semester of a four-year Doctor of Pharmacy curriculum. Each learning experience will link to a component of the taxonomy and will serve as the mechanism for the authors to share the development and implementation associated with each aspect of the semester-long course. The assessment structure of the course is described in detail. The authors present one or more learning experiences to illustrate each component of Fink’s Taxonomy. Finally, lessons learned from the development and implementation of the course are presented to guide programs considering implementation of a similar significant learning experience.

Case study
Publication date: 8 June 2023

Deborah M. Mullen, Kathleen Wheatley and Nai Lamb

This case investigation used firsthand statements, reports, testimony and regulatory records. While widely publicized in the popular press, this case is based on primary…

Abstract

Research methodology

This case investigation used firsthand statements, reports, testimony and regulatory records. While widely publicized in the popular press, this case is based on primary documents. On their website, many documents were obtained from Wells Fargo’s Corporate newsroom, such as the internal audit report shared with shareholders and press releases. Most other sources were from US regulatory websites (.gov) or congressional testimony. In a few places, quotes and comments came from reliable journalistic sites that cite their sources and follow a journalist’s code of ethics and conduct, ensuring that the reported remarks and data were verified.

Case overview/synopsis

Since 2016, Wells Fargo Bank has faced multiple customer mistreatment investigations and resultant fines. Public outcry and distrust resulted from Wells Fargo employees creating hidden accounts and enrolling people in bank services without their knowledge to meet desired levels of sustained shareholder growth. Over the past five years, Wells Fargo has been fined and returned to customers and stockholders over $3bn. Wells Fargo executives spent the first year of the scandal citing improper behavior by employees. Leadership did not take responsibility for setting the organizational goals, which led to employee misbehavior. Even after admitting some culpability in creating the extreme sales culture, executives and the Board of Directors tried to distance themselves from blame for the unethical behavior. They cited the organizations’ decentralized structure as a reason the board was not quicker in seeing and correcting the negative behaviors of these ‘bad apple’ employees. Wells Fargo faced multiple concurrent scandals, such as upselling services to retirees, inappropriately repossessing service members’ vehicles, adding insurance and extra fees to mortgages and other accounts and engaging in securities fraud. As time has passed, the early versions of a handful of “bad apples” seem to be only a part of the overall “poison tree.”The dilemma, in this case, is who is responsible for the misbehavior and the inappropriate sales of products and services (often without the customer’s knowledge)? Is strategic growth year-over-year with no allowances for environmental and economic factors a realistic and reasonable goal for corporations? This case is appropriate for undergraduates and graduate students in finance, human resources, management, accounting and investments.

Complexity academic level

An active case-based learning pedagogical approach is suggested. The materials include a short podcast, video and other materials to allow the faculty to assign pre-class work or to use in the classroom before a case discussion.

Details

The CASE Journal, vol. 19 no. 6
Type: Case Study
ISSN: 1544-9106

Keywords

Article
Publication date: 7 October 2019

Syed Ali Raza, Wasim Qazi and Bushra Umer

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of…

1585

Abstract

Purpose

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan.

Design/methodology/approach

The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model.

Findings

The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students.

Research limitations/implications

The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities.

Practical implications

The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement.

Originality/value

In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 7 February 2022

Haim Shaked

Adopting a multidimensional view is a characteristic of systems thinking in school leadership, which involves recognizing that each component of the school system necessarily has…

Abstract

Purpose

Adopting a multidimensional view is a characteristic of systems thinking in school leadership, which involves recognizing that each component of the school system necessarily has more than one cause, result or solution. This study explores how case-based learning has contributed to the development of adopting a multidimensional view in educational leadership students.

Design/methodology/approach

The present study was qualitative in nature. Study participants were 32 graduate students from an Israeli college of education who participated in case-based learning held in a 14-session course. The data collected for this study included journal entries written by these students after each session. Overall, 318 journal entries were analyzed through a four-step process: sorting, coding, categorizing and theorizing.

Findings

Data analysis indicated three aspects of adopting a multidimensional view developed through case-based learning: acquiring a principal's perspective, recognizing other schools' perspectives and exposure to other individuals' perspectives.

Originality/value

This study joins other recent efforts to find ways to develop influential educational leaders, suggesting that case-based learning contributes to the development of adopting a multidimensional view in educational leadership students.

Details

International Journal of Educational Management, vol. 36 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 9 July 2020

Paul Lyons and Randall Paul Bandura

The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review…

Abstract

Purpose

The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use.

Design/methodology/approach

The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees.

Findings

The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning.

Practical implications

Presented in the paper is a complete model of case-based instruction for practitioner use and refinement.

Originality/value

Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition.

Details

Industrial and Commercial Training, vol. 52 no. 3
Type: Research Article
ISSN: 0019-7858

Keywords

Open Access
Article
Publication date: 4 February 2022

Panikos Georgallis and Kayleigh Bruijn

Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate…

1980

Abstract

Purpose

Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate sustainability is on the rise, there is less innovation in teaching methods as most institutions rely on traditional methods to teach sustainability in the classroom. This paper aims to present the case-based debate as an appropriate teaching method for exposing students to the complexity of business sustainability issues.

Design/methodology/approach

The pedagogical background of the traditional case method and the debate method have been analyzed to provide an integrated understanding of the benefits of combining the two in the case-based debate. Building on the authors’ experiences from using case-based debates in the classroom, the paper describes what a case-debate is and how it can be implemented.

Findings

The paper offers a practical tool that can be used to teach sustainability in business schools and other educational institutions. Case-based debates can elicit active participation, support the development of students’ critical thinking skills and improve reflexivity by compelling students to seriously and actively engage with opposing viewpoints on a given issue.

Originality/value

This paper presents a hybrid approach for sustainability teaching that combines the benefits of the traditional case method with those of an in-class debate. The case-based debate method has received little attention in educational research and business sustainability teaching practice but can serve multiple teaching objectives relevant to sustainability teaching.

Details

Journal of International Education in Business, vol. 15 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 1 August 2006

Christian Voigt and Paula M.C. Swatman

This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university…

Abstract

This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university. The paper initially outlines the relationship between casebased learning, student interaction and the study of interactions ‐ and includes a review of research into technologies supporting varying types of interaction. We then introduce design‐based research (DBR) as a way of improving student interaction within an undergraduate e‐business course while simultaneously adding practical and theoretical insights to the literature in the field. Applying DBR, we present the learning environment used and analyse the interactions observed. The paper concludes with a summary of our findings concerning instructional means to make online interactions more meaningful and a discussion of future research activities within the project using design‐based research.

Details

Interactive Technology and Smart Education, vol. 3 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 6 August 2019

Paul Lyons and Randall P. Bandura

This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of…

Abstract

Purpose

This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of integrative pedagogy aimed at expertise development and is an extension of other instructional approaches, namely, problem-based learning (PBL) and case-based learning (CBL).

Design/methodology/approach

The design of the paper contains several integrated components to include: an explanation of the needs and characteristics of the adult learner, comparisons of CBM with both PBL and CBL, a complete theory grounding of the method, a detailed expression of the entire CBM method (phases and steps) for explanation and replication purposes, linkages of CBM with performance, and an empirical test of the CBM method with a sample of employees.

Findings

First, the CBM method is an extension of the well-researched methods of CBL and PBL. The script preparation and implementation phases of CBM easily could be appended to either CBL or PBL. Second, the empirical test of the CBM method demonstrates that it may be a positive, efficient tool for education/training with employees, although no significant differences were found in work performance comparisons of CBM-trained employees with traditionally trained employees.

Research limitations/implications

The empirical examination has some limitations to include: relatively small sample sizes, lack of demonstration of clear linkage between measures of training performance and measures of job performance, and variations in working conditions of participants.

Originality/value

The CBM approach offers to HR practitioners and persons involved with training an efficient yet comprehensive method. The method makes use of script development for the implementation of various interventions, which stimulate performance improvement and development of expertise.

Details

European Journal of Training and Development, vol. 43 no. 7/8
Type: Research Article
ISSN: 2046-9012

Keywords

1 – 10 of over 2000