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The purpose of this research is to identify studies that had been undertaken to determine the efficacy of the case method of teaching as compared to the lecture method in an academic setting. An extensive search of secondary sources to identify research was undertaken to determine the effectiveness of case teaching as compared to the lecture method. The findings of this study indicate within the research reviewed the following positive results of case teaching noted by students: enhanced learning of the subject; heightened student engagement in the classroom; and the receipt of higher grades in some disciplines. The following negative results are also found: lack of understanding of course content and the method is more challenging and time consuming. In a national survey of faculty using the case method for the first time, the following positive outcomes of utilizing the case method were found: develops strong critical-thinking skills, greater retention of course material and more active engagement in the classroom. The limitations are the inconsistency of variables measured in the study and the small sample sizes. “Recommendations for further study include the use of larger sample sizes and a control group using the lecture method of teaching.”

An extensive search for all studies is performed in the classroom to evaluate and compare the use of the case method as compared to the lecture method of teaching.

The courses evaluated in the study are from a variety of disciplines in universities.

A review of research studies is performed to evaluate the efficacy of the case method of teaching as compared to the lecture method.

Case-based classroom teaching-learning process (hereafter, case method) has provided a very productive teaching-learning environment for a long time. In the case method, students are expected to meet some prerequisites, such as reading and analyzing the case in advance, listening to the classroom discussion and actively participating in the discussion. However, it is frequently reported in Indian business schools that students do not prepare the assigned case before the scheduled class. The under-preparation of cases results in low-quality discussion, high absenteeism, passive attitude and lack of energy.

This study modeled the case method using an IGEO (input-guide-enablers-output, commonly used in any process modeling) framework to identify challenges in the case-based classroom teaching-learning process. A novel customized classroom teaching-learning process called the EPDE (explain, practice, discuss, explore) method replaced the case method. These two teaching-learning processes were used for teaching two groups of MBA students.

The novel EPDE method effectively addressed the case method challenges. It resulted in better learning outcomes in the Indian B-school context.

The purpose of the study is to examine the impact of an alternative to the traditional case study method in a college classroom among MBA students. Two points make this study original and unique: (1) The IGOE process modeling framework is used to model teaching-learning processes, such as the case and EPDE methods. Using IGOE for teaching-learning processes is unique and is not available in the literature and (2) the EPDE method is a novel concept.

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

The purpose of this paper is to see how educational philosophies that underlie lecture and case methods of teaching are related to setting course goals, objectives, and contents.

This paper is based on the premise that foundational philosophies, worldviews, or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how course goals, objectives, and contents are set.

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

This paper implies that in practice, faculty would set their course goals, objectives, and contents in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty would do in all areas of their course activities: goals, objectives, and contents.

Purpose – The purpose of this paper is to assess the benefits and drawbacks of the case method, one of the participative learning techniques, and its appropriateness for the Turkish cultural context. It offers an executable strategy for promoting this method in Turkey. Design/methodology/approach – The paper provides an analysis of a wide range of articles on organizational and classroom learning, strategic leadership, and Turkish cultural, educational, and institutional contexts. This is complemented by information from semi‐structured interviews with Canadian case method experts and Turkish educators and educational leaders. Findings – The Turkish cultural context provides more favorable conditions for implementation of the case method than that of the Western countries where it originates. For instance, Turkey has one of the highest scores of in‐group collectivism. However, a lack of focused leadership and appropriate motivation prevented the pioneers of the method from overcoming the inertia of the incumbent institutional structures. Research limitations/implications – Only one participative technique in one country is explored in this paper. Further studies may usefully extend this approach to other countries in the region with similar cultures. Practical implications – Recognizing the favorable cultural conditions for the case method, leaders of business education in Turkey can adopt this technique as an explicit strategy. Strategic alliances with expert case‐teaching schools will confer competitive advantage both to Turkish institutions and to their students. Originality/value – This paper focuses on implementation issues of an effective teaching tool within one country, thus making its analysis and recommendations both specific and executable. Although examples of case method research abound, this contextual anchoring is rare.

This paper aims to detect the opportunities and problems when teaching with cases since the COVID-19 pivot to online.

From a qualitative phenomenological approach, both authors reflect on the pivot to online case method teaching in their master’s level courses in Colombia and the Dominican Republic.

The reflection allowed the authors to validate that the questions before and during the debate and the voting are resources equally valuable for discussing cases in the traditional classroom and online. However, the authors observe a pivot to teaching with cases online from the COVID-19 pandemic in aspects such as teamwork requiring more time in online class due to internet problems or students’ slowing down. The instructor’s viewing of teamwork is intermittent and causes feeling out of control. Working with cameras on or off generates different results in the students, in the teaching-learning process and in the results, which require the instructor’s good judgement decisions. The online discussion planning and organisation demand flexibility and empathy by the instructor, to promote a more significant student-student interaction, which, in the experience, is limited in the virtual environment. Finally, working with cases online generates and requires additional skills in the instructors to those of the traditional classroom.

The study’s originality consists of identifying the main divergences between face-to-face and online teaching with the case method, from the COVID-19 pivot to online. The study’s value is to warn instructors of problems that may arise in online teaching with the case method, for which recommendations are made.

The case method of teaching educational administration presents the student or class with a “chunk of reality” — a record of a complex problem situation to which no solution is provided. The student must initially take the situation apart before it can be understood and a solution suggested. The method appears to be more firmly entrenched in educational administration now than it has ever been in the past. Further, its use appears to be so well accepted that one should look for a wider use in the future rather than any lessening in frequency. The use of the method has changed somewhat; there is now being introduced a structured approach to exist alongside of the permissive approach. Cases are now being filmed, and the filmed cases appear to have values which are not present in the written cases. Further, simulation techniques are being widely adopted in U.S. universities.

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.

The HRD profession is witnessing a revolution in its philosophy, programmes and methods. Training methods used in management education and training are either traditional, such as lectures, or modern, such as role playing or case methods. Lectures are only a method of transferring knowledge to adult learners. Modern training methods help adult learners to build their skills and develop their attitudes.