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The purpose of this study is to advance the proposition that organizations involved with training of employees should make. First, CBI is linked to skill development areas recognized as high value in the contemporary and future workplace such as analysis, problem-solving and soft skills such as active listening, collaboration and compromise. A second linkage is to an emerging, tested model of integrative pedagogy (IP) focused on improving workplace learning for adults.

Reviews were completed of empirical literature and expert opinion from three different domains: current and future skills needs, IP for adult learners and CBI. Review information was analyzed and incorporated into a proposal.

Identified are some of the current and projected employee skill needs in the increasingly complex digital work place. Explained are features of IP as well as how the features help advance a learning environment for adults. The authors explain the application of CBI and how it meshes with IP to leverage workplace learning of needed current and future skills.

There is sufficient information presented to enable a practitioner with little experience with CBI to apply the approach with employees. This can be especially helpful if the training objectives involve critical thinking, strategy formulation, communicating ideas, teamwork and related areas.

Much has been written about skills needs for current and future scenarios, and about the efficacy of CBI. Yet there are few attempts at tying the skills needs with pedagogical theory and the delivery of instruction that engages many skill needs. This paper helps address this gap.

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.

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

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.

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.

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.

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.

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.

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.

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.

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

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.

Discovery learning is a teaching strategy instructors can utilize to increase the engagement of and content relevance to students involved in library instruction. There are five learning “architectures” which discovery learning comprises: Case‐based learning; Incidental learning; Learning by exploring; Learning by reflection; and Simulation‐based learning. Alone, or in combination, they can be applied to activities and the teaching of skills across the spectrum of complexity, curricular format, and class size. These architectures are not intended to supplant established and more traditional methods of instruction; rather, they serve to enhance the effectiveness and the likelihood of mastery and application of skills and concepts. Though perceptual and attitudinal barriers can create obstacles to implementing discovery learning, these can be overcome. The authors recommend a gradual application of discovery learning activities to instruction.

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.

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.

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.

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.

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.

In this application brief I share a case study assignment I used in my Leadership in Complex Organizations classes to promote creativity in problem solving. I sorted Ph.D. students into two teams and trained them to use creative writing techniques to encode theory into their own cases. A sense of competition emerged. Later, teams swapped cases for analysis and decoding. The approach became known as “reverse case study.” Summative course evaluations revealed four important instructional themes: (1) students were able to apply and learn leadership and organizational theories, (2) students were able to build rapport and create bonds with fellow students, (3) students explored creativity, and (4) students explored the perspective of “the other.”

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.

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.

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.

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.

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.

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.

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.

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.

The primary objective of this research is to investigate the impact of task‐technology fit on users’ performance when using artificial intelligence systems for auditing tasks. Four artificial intelligence auditing systems, two problem‐solving programs, and four questionnaires were developed. A laboratory experiment was performed with 292 undergraduate auditing students. The results suggested that the effect of task‐technology fit on accuracy in solving problems was marginal for case‐based reasoning with unstructured tasks. No significant effect was found on problem‐solving accuracy for rule‐based reasoning with structured tasks. The task‐technology fit, however, marginally increased users’ certainty of the correctness of their solutions.