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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.

With Method standing at number seven on Inc. magazine's list of the 500 fastest-growing companies in 2006, cofounder Adam Lowry is searching for a biodegradable cleaning cloth to expand Method's line of “green” household products. Sustainable design principles have been a guiding force in Method's strategy, and being biofriendly is critical. So is sourcing in the United States. But only China can manufacture the corn-based cloth Lowry has in mind, and there is no way to certify that the product is free of genetically modified organisms. Lowry has to balance his firm's fundamental commitment to environmental sustainability against the fact that some retailers refuse to carry products containing GMOs.

This short but provocative case is a useful vehicle for differentiating the financial statement effects of just a few of the accounting method choices available under U.S. generally accepted accounting principles (GAAP). Designed for MBA students, the case presumes a basic understanding of the inventory cost flow methods of LIFO, FIFO, weighted average, and specific identification. Similarly, students must also have a working knowledge of the basic depreciation calculations for straight line, double-declining balance, and units-of-production. A young entrepreneur undertakes a simple modeling task to explore the differential effects of four different inventory methods in combination with three different depreciation methods. Will there be much difference across the options? He is intrigued by the fact that he has some choices of accounting methods available to him as he gets ready to prepare a set of financial statements for his first year of operation.

This is the fourth in a series of articles about case research, writing, teaching, and reviewing. In this article, the protagonist, Prof. Moore, consults experienced case teachers and learns many different approaches to use in the classroom. The article is written as if it were a case; it is fictitious.

The teaching case is designed to be used by students in higher education institutions at the undergraduate level. This case may also be relevant for staff at the bursary departments of any public universities or public organizations that have biological assets.

This case provides a study on agricultural activity at Universiti Pengurusan Malaysia (UNIPM). The purpose of this case is to create greater awareness for case users on the accounting framework and on methods recommended for recording specific assets in agricultural activity, i.e., biological assets. This case provides users with experience in explaining the nature of an organization’s agricultural activities and accounting for biological assets as recommended in the Malaysian accounting framework. In addition, users are exposed to some current issues in accounting standards, such as ethical issues. In this case, Fakhrul, an accountant at UNIPM and a leader of the Asset Unit, was responsible for reporting the value of all UNIPM’s assets, including biological assets. He was instructed to accurately recognize, measure, and disclose the value of biological assets according to the appropriate accounting standard. Furthermore, UNIPM had been urged to replace the existing accounting standard of the Malaysian Private Entity Reporting Standard (MPERS) with the Malaysian Public Sector Accounting Standard (MPSAS). Fakhrul was considering how to account for and report biological assets according to the new MPSAS. This case is a decision making or ‘unfinished’ case which is suitable for financial accounting and reporting courses. The names of the people and the university are fictitious, but the details were based on actual events. A series of interviews were conducted with the key players to gather the data. Other useful documents such as the university’s annual report, university’s website and the deer reports were also referred.

The primary objective of this teaching case is to provide an opportunity for case users to understand both the accounting framework and the methods recommended for recording specific assets in agricultural activity. More specifically, the teaching objectives of this case are to achieve the following learning outcomes: to identify the relevant accounting standard for recognizing, measuring, reporting, and disclosing biological assets by public universities in Malaysia, to apply the appropriate accounting treatment in recognizing, measuring, reporting, and disclosing biological assets in accordance with the appropriate accounting standard for public universities in Malaysia and to understand the ethical issues involved in deer valuation methods.

Teaching notes are available for educators only.

CSS 1: Accounting and finance.

After working through the case and assignment questions, the learning outcomes of this study are to understand the dividend policy of a company; compare different types of dividends that a company may give; assess the impact of stock splits and the issue of bonus shares (stock dividends); compare cash dividend and buy-backs as methods of cash distribution to shareholders; evaluate the methods of cash distribution that may be appropriate for the company; and assess the trade-off between long-term value creation and shareholder expectations.

This case study presents the dilemma faced by Partha DeSarkar, the executive director and global CEO of Hinduja Global Solutions (HGS) Limited, a leading business process management (BPM) company. The company would have surplus cash of about US$1.2bn from the selling of its health-care service businesses. The company planned to invest a part of this cashflow into the company’s future growth, with some of it distributed among its shareholders. This case study provides an excellent opportunity for students to determine the best method for rewarding the shareholders. It allows students to compare various cash distribution methods. Students can examine in detail the process involved, the quantum of distribution, tax implications, financial implications, fundraising flexibility and valuation impact of available options.

This case study is best suited for senior undergraduate- and graduate-level business school students in courses focusing on corporate finance, financial management, strategic management and investment banking.

Teaching notes are available for educators only.

CSS: 1 Accounting and Finance

The case depicts an opportunity for undergraduate and postgraduate students to be exposed to the basic digitization of supply chain management, technology adoption, change management and cost-benefit analysis concepts. The study aims to encourage them to use the data given in the case and exhibits to compare and contrast physical and digital supply chains (SC); design the digitized version of the traditional SC; examine the nitty-gritty of technology adoption in the SC context; develop the change management plans for the successful adoption and implementation of SC digitization; design the risk register and Explore the business process management; and conduct the return on investment analysis.

Amber Yen, Chief Operating Officer Apparel Sourcing at Ransys Partners Ltd (RSL), was presented with the task of reducing physical sample production cost and time without impeding order pipeline. RSL was experiencing significant capacity constrain during the COVID-19 crisis, failing to deliver physical samples to international brands. To win large export orders, RSL had to adopt a new innovative way to reduce the sample approval process while meeting customer requirements. Ms Yen wanted to convert the entire sample approval process into a digital mode. She was facing multiple challenges related to the design, implementation and adoption of the digital sample approval process to coordinate the entire SC. She had limited time and was grappling with other impending constraints such as increasing cost, intense competition, demanding customers, shortage of labor due to COVID-19, reducing the bottom line. It was her time to test the idiom “necessity is the mother of innovation”.

The target audience for this case is management or business school students. This case can be used to teach digitization of SC, operations management, organization behavior, digitization of enterprises, IT for business, new service development, supplier management technology adoption, and change management in management or business schools.

Teaching notes are available for educators only.

CSS 9: Operations and Logistics.

Social entrepreneurship/innovation.

Basic to advanced level.

This case introduces students to the context of social innovation and social entrepreneurship. Societies are facing new challenges that will require innovative solutions. In our society, social needs are addressed in a variety of different ways. Some of these needs are addressed mainly through public organizations, some in private spheres through associations or businesses, and others in informal organizations or maybe not at all. As changes occur in our society, the current practices we use to meet our needs will not necessarily be the same practices we use to meet our needs in the future. In response, a number of initiatives are emerging. This case describes the process of such a new initiative.

Students need to understand what social innovation is; in how many ways it manifests; and why it is a multi-disciplinary field. Students need to understand the difference between for-profit and not-for-profit organizations and which challenges they are effective in addressing (context dependency). Students need to understand, describe and discuss the process and methods of developing social entrepreneurship and social innovations using the House of Plenty Social Innovation Model as a case. Students need to understand and discuss the main challenges that not-for-profit social innovations face in securing financial sustainability and in scaling up using the House of Plenty Social Innovation Model as a case.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 3: Entrepreneurship.

Academic research cases (ARC) provide interesting learning situations and challenging problems to study. However, it can be difficult to bring these research cases to classroom teaching because the “answers” are embedded within the case studies. Research cases can be redesigned as teaching cases (TCs) through a method of unwrapping the ARC and re—visioning it as a TC. One method is provided in this paper.

The authors have taken an unpublished research study and rewritten it as a TC. Elements from both manuscripts are provided in tabular form to guide the creation of TCs by academic researchers.

This paper will be helpful for any academic who wishes to transform a qualitative research case study into a useful classroom teaching tool.

This case raises the question: How does a company reasonably estimate and record entries for uncollectible trade receivables, and under what circumstances are receivables written off as uncollectible? The required accounting transactions for the case involve estimating a receivables allowance both as a percentage of sales and as a percentage of accounts receivable and making specific account judgments under the direct write?off method. The subjective issues involve analyzing and assessing a company's methods of collection and accounting for bad debts.