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Article
Publication date: 14 November 2008

Pavel Štrach and André M. Everett

The purpose of this paper is to encourage consideration of the multiple factors affecting dual use of case studies for both research and teaching, and conversion between…

1983

Abstract

Purpose

The purpose of this paper is to encourage consideration of the multiple factors affecting dual use of case studies for both research and teaching, and conversion between the two types; to encourage development of a case transformation protocol to add rigor to this process.

Design/methodology/approach

Literature review with discussion.

Findings

Noting that insularity diminishes the potential contribution of the research underlying either teaching or research cases, this paper advocates establishment of more formalized conversion approaches.

Practical implications

Dual use of case studies can provide economies of scale for academics, conserving time, effort, and funding, but involving greater care and advance consideration of the implications of differences between teaching and research cases.

Originality/value

By highlighting key issues and proposing solutions, this paper advances understanding of the potential for transformation of cases and the importance of advance consideration of their purpose(s).

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 3 no. 3
Type: Research Article
ISSN: 1746-5648

Keywords

Article
Publication date: 13 March 2017

Mathews Zanda Nkhoma, Tri Khai Lam, Narumon Sriratanaviriyakul, Joan Richardson, Booi Kam and Kwok Hung Lau

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s…

4865

Abstract

Purpose

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

Design/methodology/approach

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Findings

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

Research limitations/implications

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

Practical implications

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

Originality/value

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

Details

Education + Training, vol. 59 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 June 1985

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III…

12196

Abstract

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Details

Management Decision, vol. 23 no. 6
Type: Research Article
ISSN: 0025-1747

Keywords

Article
Publication date: 21 September 2018

Naghi Radi Afsouran, Morteza Charkhabi, Seyed Ali Siadat, Reza Hoveida, Hamid Reza Oreyzi and George C. Thornton III

The purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as…

1989

Abstract

Purpose

The purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods.

Design/methodology/approach

The authors applied a systematic literature review to define, identify and compare CMT with current methods.

Findings

In CMT, participants get involved with real-world challenges from an action perspective instead of analyzing them from a distance. Also, different reactions of the participants to the same challenge aid instructors to identify the individual differences of participants toward the challenge. Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT.

Research limitations/implications

A lack of sufficient empirical researchers and the high cost of conducting this method may prevent practitioners to apply it.

Originality/value

The review suggested that CMT is able to bring dilemmas from the real world into training settings. Also, it helps organizations to identify the individual reactions before they make a decision.

Details

Journal of Management Development, vol. 37 no. 9/10
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 27 November 2019

Kay Emblen-Perry

This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional…

541

Abstract

Purpose

This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer.

Design/methodology/approach

This study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement.

Findings

The study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process.

Research limitations/implications

This paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions.

Practical implications

Designing a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates.

Originality/value

This study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 9 November 2015

Robert Grassberger and Sue Wilder

The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living…

Abstract

Purpose

The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living case is defined as one where participants study a current, ongoing situation over the entire semester. Students worked with an authentic client to solve an authentic problem. After the course concluded interviews were conducted. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.

Design/methodology/approach

This is an instrumental case study of a work-based instructional design used to improve student engagement and learning outcomes.

Findings

Students worked with an authentic client to solve an authentic problem. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.

Practical implications

Higher education (HE) instructors are expected to teach students knowledge and skills that will be valuable at work and in life after graduation. Using a living case allows students to extract learning directly from the work experience. By using the concepts and the tools in an authentic, living case, students gain experience and concrete knowledge.

Originality/value

This study extends past research on connecting classroom learning and work experience. It looks at how a course designed using a living case study can be used to improve learner engagement and create longer term value for students.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 4 March 2022

Bee Lian Song, Kim Lian Lee, Chee Yoong Liew, Ree Chan Ho and Woon Leong Lin

The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and…

Abstract

Purpose

The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education.

Design/methodology/approach

This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested.

Findings

The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance.

Practical implications

Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches.

Originality/value

The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.

Details

Education + Training, vol. 64 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 March 1988

Mort Dittenhofer

The advantages and disadvantages of using case studies are stated. The IIA Internal Auditing Case Study Project is discussed, and an anatomy of a case study is presented…

Abstract

The advantages and disadvantages of using case studies are stated. The IIA Internal Auditing Case Study Project is discussed, and an anatomy of a case study is presented. The techniques of case study analysis are given.

Details

Managerial Auditing Journal, vol. 3 no. 3
Type: Research Article
ISSN: 0268-6902

Keywords

Article
Publication date: 1 June 2006

Barra Ó Cinnéide

To provide insights into approaches for conceptualising and producing case studies that will be appropriate for inclusion in educational and training programmes.

Abstract

Purpose

To provide insights into approaches for conceptualising and producing case studies that will be appropriate for inclusion in educational and training programmes.

Design/methodology/approach

The efficacy of a new process adopted in case writing, through “front loading” production of the teaching note, is described. An analogy is derived with crossword puzzle compilation and an approach to developing “entertaining” cases from the creative industries sector is provided. Experiences are recounted on production and use in classroom/examination sessions of Riverdance and Lord of the Dance studies.

Findings

Conclusions are drawn from primary research undertaken with nine cohorts, totalling over 320 students, (undergraduate/graduate, spread over three university campuses), in relation to the effectiveness of the case assessment process in end‐of‐term examinations.

Research limitations/implications

The existing academic literature provides a limited information base on topics concerned with case writing and experiences in regard to student performances in case study discussion sessions/assessment procedures. The implication is that further original research is called for in the area.

Practical implications

Educators and trainers must be more immediately concerned with establishing the particular roles that case studies can play within their programmes. They should also ensure that the cost effectiveness of case production systems is optimised.

Originality/value

The paper fulfils a number of identified needs, including development of a more efficient method of case writing and supplementation of the limited knowledge base within the current literature on the topics covered. This is particularly so in regard to the efficacy of the case method in terms of student learning and assessment processes.

Details

Journal of European Industrial Training, vol. 30 no. 5
Type: Research Article
ISSN: 0309-0590

Keywords

Book part
Publication date: 23 January 2017

Jen Scott Curwood, Jayne C. Lammers and Alecia Marie Magnifico

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased…

Abstract

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

Details

Innovations in English Language Arts Teacher Education
Type: Book
ISBN: 978-1-78714-050-9

Keywords

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