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1 – 10 of over 1000Marlene M. Reed and Rochelle Reed Brunson
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…
Abstract
Synopsis
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.”
Research methodology
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.
Relevant courses and levels
The courses evaluated in the study are from a variety of disciplines in universities.
Theoretical bases
A review of research studies is performed to evaluate the efficacy of the case method of teaching as compared to the lecture method.
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Thomas C. Leach, Gina Vega and Herbert Sherman
The case is a continuation of the series of articles, written in the form of a case, that focus upon various issues relating to case research, writing and teaching with cases. In…
Abstract
The case is a continuation of the series of articles, written in the form of a case, that focus upon various issues relating to case research, writing and teaching with cases. In this article Professor Moore and the other fictitious characters, confront the difficulties that he had experienced grading student case analyses. In discussing the situation with his department chair Gloria Gorham he learns much about the origins of grading and the various methods of evaluating student work. At a later date other colleagues, Chris Anderson and Dave Berger, are brought into the discussion expressing their views and providing rubrics for use in grading student case analyses.
Nina, a 30-year old Asian Indian female, joined Morris University in the fall 2006 semester after completing her doctorate. She was an instructor and course designer at this…
Abstract
Nina, a 30-year old Asian Indian female, joined Morris University in the fall 2006 semester after completing her doctorate. She was an instructor and course designer at this historical black institution in a rural town in the southern part of the US. Ninety percent of the students and staff of Morris University (MU) were African-American. MU was committed to the objective of educating African-American youth and the concept of “students first” was one of its core institutional values. Nina's experience teaching an organizational learning course was very unpleasant. Her student evaluations were poor with harsh comments about her and the course. Nina was asked by the department head to prepare a teaching improvement plan for herself.
Michael S. Lewis and Robin Ayers Frkal
Both quantitative and qualitative methods were used to test the effectiveness of the case exercise process as it relates to increasing student participation and engagement…
Abstract
Research methodology
Both quantitative and qualitative methods were used to test the effectiveness of the case exercise process as it relates to increasing student participation and engagement. Surveys were used as a data collection method where students self-reported their participation.
Case overview/synopsis
This research paper argues that class engagement and participation is a process that must be learned by students. To this end, it presents a case exercise process designed particularly for the introduction to management class that helps students to learn and apply management theory while increasing their engagement. While each element of the process is not new, the integration of the elements into a process that is structured and repeated throughout the semester adds value to student participation. Empirical data demonstrated that students increased their participation in classes that used the case exercise process over traditional lecture classes.
Complexity academic level
This paper is relevant for faculty members seeking to use case exercises in teaching undergraduate management courses, particularly introductory management courses.
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Keywords
Performance management, human resource management.
Abstract
Subject area
Performance management, human resource management.
Study level/applicability
This case is appropriate for undergraduate and post graduate studies.
Case overview
A premier business school in Central India decides to offer the Best Teacher Award to a faculty who gets the highest feedback from the students. The idea is to motivate the faculty and also help them improve their teaching pedagogy/style, etc. A feedback form is designed and administered in the last session of the course. The average across all the sections and courses is calculated and displayed on the institute's intranet. Soon doubts are raised on the validity of the decision to give away the Best Teacher Award based on students' feedback. The case makes an attempt to highlight that performance is a function of several factors. What apparently seems to be a great performance may not be a great performance and similarly what apparently appears to be poor performance may not necessarily be poor performance. One needs to dig deep into this to arrive at any meaningful conclusion.
Expected learning outcomes
Performance should not be judged at face value. Performance analysis is necessary for any meaningful decision.
Supplementary materials
Teaching notes.
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Keywords
Moses M. Kibirango, John C. Munene and Abbey Mutumba
Corporate entrepreneurship; Intrapreneurship; Human Resources.
Abstract
Subject area
Corporate entrepreneurship; Intrapreneurship; Human Resources.
Study level/applicability
MBA students in Human Resource, entrepreneurship and/or PhD students in the areas of Human Resource, Corporate Entrepreneurship and/or on Intrapreneurship studies.
Case overview
This case reveals that progressive change originated from individual’s positive deviance approaches, opportunistic sensitivity, ability to learn, evaluate and the ability to develop ideas on how to exploit or pursue identified opportunities (intrapreneurial behaviour).
Expected learning outcomes
The student will learn to deal with the complex nature of organisations and the tendencies of institutional processes to be uncertain, unpredictable, and uncontrollable; appreciate the internal workings of an organisation, the external environment; and understand the role of generative leadership, positive deviance, novelty ecosystems and intrapreneurial behaviour and the fact that connections and interactions in a social network are non-linear or non-proportional. This means that complex system predictions can be much more than simple regression predictions. They will be able to apply both bottom-up and top-down influences from proactive leadership or generative leadership events and benefit from positive results and the emergence of innovation.
Supplementary materials
Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
Subject code
CSS: 3 Entrepreneurship.
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The case begins in mid-2014 and provides an opportunity for students at the undergraduate and graduate level to complete several strategic assessments of an entrepreneurial…
Abstract
Synopsis
The case begins in mid-2014 and provides an opportunity for students at the undergraduate and graduate level to complete several strategic assessments of an entrepreneurial department within a post-secondary institution. The continuing education department of a university in Canada has been transferred to the dean of an academic faculty. The department has had a history of budget deficits and the new dean and executive director (ED) were tasked to develop and implement a turnaround strategy.
Research methodology
The case is written by the dean who had firsthand experience with the turnaround strategy. The written case was reviewed for accuracy by two principal actors: the ED responsible for implementing the plan, and the vice-president academic who is the dean’s supervisor and was kept apprised of all developments throughout the turnaround. Some of the data were produced by staff within the operation of Professional, Applied, and Continuing Education and acknowledged in the case.
Relevant courses and levels
This case is suitable for courses in business strategy, operations management, and includes various implications for human resource management, organizational behavior, and entrepreneurship suitable for undergraduate and graduate courses. It has a focus on turnaround strategies and strategy implementation.
Theoretical bases
Theoretical underpinnings for this case include strategic visioning and communication: portfolio management and innovation; internal environment analysis and positioning; structuring and resource management; and monitoring and control systems.
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Waheed Ali Umrani, Rukhman Solangi, Mumtaz Ali Memon, Asmaa Hadeesa and Soonhan Khoso
Learning outcomes are as follows: Understand performance appraisal process and tools; apply theory X and Theory Y in managing resistance to performance evaluation; identify the…
Abstract
Learning outcomes
Learning outcomes are as follows: Understand performance appraisal process and tools; apply theory X and Theory Y in managing resistance to performance evaluation; identify the causes and symptoms of resistance; identify and apply managing resistance approaches.
Case overview/synopsis
After attaining the height of success in terms of imparting quality education and contributing to the creation of many learned persons of the society, Public school Sukkur was facing the downward trending success for many reasons. After the takeover of management control by Sukkur IBA University, the school was upward trending for quality education, state of the art infrastructure, advanced educational lab, modern teaching methodologies. With such a change, resistance was a must. Both Active and Passive resistance from the stakeholders was impeding the success of newly named IBA-Public School Sukkur. Particularly, the resistance against the implementation of the Performance Appraisal tool and its administration. With the resistance from employees, Chang, Principal IBA Public School Sukkur had to come up a solution for the smooth administration and implementation of Performance Appraisal and manage the resistance from the employees and ensure the continuous improvement through performance appraisal.
Complexity academic level
Case study is applicable for the MBA students.
Supplementary materials
Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
Subject code
CSS 7: Management Science.
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Keywords
The case recounts actual events and embeds information that has either been provided by the organization or that is publicly available from secondary sources, such as links to…
Abstract
Research methodology
The case recounts actual events and embeds information that has either been provided by the organization or that is publicly available from secondary sources, such as links to news articles, the organization’s financial report and videos. The protagonist is a real person, although identified only by first name, and she was interviewed extensively and provided planning documents.
Case overview/synopsis
The case addresses fundamental project management concepts via a nonprofit’s fundraising event that had to be shifted to online delivery during the early days of COVID. Students take the perspective of advising the protagonist, a key member of the event committee. As if this substantive re-plan during a pandemic was not challenging enough, the committee had the additional complication of integrating a fundraising management system into the organization in time to support the event. Students must work through detailed planning and calculations and also need to think more broadly about appropriate tradeoffs and justify them in their recommendations.
Complexity academic level
As this case has students work with concepts and skills central to project management and has involves a mix of applying, analyzing and evaluation outcomes, it can be used within operations management or project management courses for either undergraduate senior-level or early graduate-level business or engineering students. It has already been assigned in project management courses in two separate MBA programs. The case required no substantial revisions, and feedback from student evaluations show that it was perceived positively in both classes.
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