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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.

Previous approaches to decision support for project planning using rule‐based expert systems techniques have failed to make an impact in practice. This is primarily because of the complexity and large‐scale nature of construction information, and problems with expert systems including: knowledge acquisition; rule‐based knowledge representation; information storage (or memory); learning; and robustness. Case‐based reasoning is one area of current research which may hold the key to overcoming a number of these problems. In the present paper, previous related case‐based reasoning work is examined. The key factors which influence the formulation of construction project plans are identified. This knowledge is used to develop a conceptual framework within which previous planning experiences can be captured and reused in new situations as a means of providing system decision support in construction planning and control. A prototype system, CBRidge, developed to test and demonstrate the concepts within the framework is presented. The results are very encouraging and provide a sound basis for the further development of case‐based reasoning for construction planning in practice.

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.

This paper presents a hybrid artificial intelligence (AI) system capable of integrating techniques of case‐based reasoning, rule induction and expert system, using them for knowledge acquisition and problem solving of selecting appropriate retaining wall systems at the project planning stage. The proposed hybrid system can eliminate the bottleneck of knowledge acquisition in developing a knowledge‐based system and improve the solution quality of the AI‐based system. Test results indicate that solutions generated by the proposed hybrid system are better than those generated by using a single technique.

Delivering a building project on time and under budget is still an increasingly complex and risky business. A host of new project delivery methods and management techniques have been promoted to help achieve this. Developing a project delivery strategy and contractual relationships is a particularly complex and large problem domain that requires diverse, highly sophisticated skills, expertise and knowledge. Expert knowledge and lessons learned in the construction phase of a building project hold a wealth of knowledge and expertise that can be often taken for granted. However, this body of knowledge is not systematically incorporated into the procurement phase of subsequent projects. Case‐based reasoning is a technology for problem solving based on recall and reuse of specific experiences; it offers techniques for acquiring, representing and managing the knowledge gained from previous experiences and augmenting a set of specific experiences with generalised knowledge. Outlines how current case‐based reasoning techniques support project delivery method decisions. Presents a case‐based framework for project delivery method selection. Finally, reports the findings of the first phase of the system development cycle.

This study applies asymmetric rather than conventional symmetric analysis to advance theory in occupational psychology. The study applies systematic case-based analyses to model complex relations among conditions (i.e., configurations of high and low scores for variables) in terms of set memberships of managers. The study uses Boolean algebra to identify configurations (i.e., recipes) reflecting complex conditions sufficient for the occurrence of outcomes of interest (e.g., high versus low financial job stress, job strain, and job satisfaction). The study applies complexity theory tenets to offer a nuanced perspective concerning the occurrence of contrarian cases – for example, in identifying different cases (e.g., managers) with high membership scores in a variable (e.g., core self-evaluation) who have low job satisfaction scores and when different cases with low membership scores in the same variable have high job satisfaction. In a large-scale empirical study of managers (n = 928) in four (contextual) segments of the farm industry in New Zealand, this study tests the fit and predictive validities of set membership configurations for simple and complex antecedent conditions that indicate high/low core self-evaluations, job stress, and high/low job satisfaction. The findings support the conclusion that complexity theory in combination with configural analysis offers useful insights for explaining nuances in the causes and outcomes to high stress as well as low stress among farm managers. Some findings support and some are contrary to symmetric relationship findings (i.e., highly significant correlations that support main effect hypotheses).

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.

The rapid globalization in markets for manufactured goods and the growth of information technology has led to the demand for delivering superior value to international customers. Knowledge‐based systems, such as the case‐based reasoning (CBR) technique, have the potential to play a significant role in managing customer and supplier relationships under the dispersed network production systems model. The characteristic of the CBR technique in case retrieval, reuse, revision and retaining was used in solving a purchasing problem. However, there is a lack of literature in using a case‐based tool when comparing supplier bidding for the same order on a global basis. Proposes a case‐based supplier management tool (CBSMT) using the CBR technique in the areas of intelligent supplier selection and management that will enhance performance as compared to using the traditional approach. This CBSMT was first proposed as a task allocation tool, it was also used as a tool in a multi‐agent based virtual enterprise architecture. Describes an overview of the foundational issues related to CBR which provides some methodological approaches and exemplifies the current state through supplier management. Then defines a general supplier selection workflow, followed by the application of the case‐based technique to manage the problem of supplier selection. Finally, discusses an application case study of applying this supplier management tool to Honeywell Consumer Products (Hong Kong) Limited to help the selection of suppliers in their daily operations.

Applied a hybrid approach using genetic algorithms (GAs) for a case-based retrieval process in order to increase the overall improved cost accuracy for a case-based library. The paper aims to discuss this issue.

A weight optimization approach using case-based reasoning (CBR) with proposed GAs for developing the CBR model. GAs are used to investigate optimized weight generation with an application to real project cases.

The proposed CBR model can reduce errors consistently, and be potentially useful in the early financial planning stage. The authors suggest the developed CBR model can provide decision-makers with accurate cost information for assessing and comparing multiple alternatives in order to obtain the optimal solution while controlling cost.

The system can operate with more accuracy or less cost, and CBR can be used to better understand the effects of factor interaction and variation during the developed system’s process.