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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.

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.

Literature review with discussion.

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.

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.

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).

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.

Individual students have different learning styles, and lecturers can no longer afford to ignore this. Lecturers have a responsibility to accommodate students’ different learning styles by including learning style flexibility in the offered learning opportunities. The purpose of this study is to map a teaching case study against the Herrmann Whole Brain® model to determine whether learning style flexibility has been incorporated in the teaching case study.

A teaching case study was developed and delivered as part of an undergraduate level course at a South African residential university. The case study’s primary intention was to illustrate the practical evaluation of general controls in an information technology environment. The teaching case study was analysed in terms of the Herrmann Whole Brain® model to determine whether learning style flexibility had been accommodated in the learning opportunity.

Based on an analysis of the teaching case study against the Herrmann Whole Brain® model, it is evident that the teaching case study incorporated activities that addressed all four quadrants of the Whole Brain® model. It can therefore be concluded that the learning opportunity incorporated learning style flexibility.

This paper contributes to the literature in accounting education by focusing on learning style flexibility specifically using the Herrmann Whole Brain® model, as it appears that limited examples of the use of this model in accounting education have yet been published. Although this paper discusses the use of an auditing case study, the results may be of interest to lecturers in other subject areas across the academic spectrum.

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.

This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory about marketing practice.

The paper compares and contrasts teaching cases and research cases to create context. It then describes two examples of the living case study approach: one project directed at understanding the impact of information technologies (IT) on marketing practice, and the other at examining managerial understandings of customer value.

The study finds that a living case approach extends insight into antecedents and consequences of marketing practice, consistent with CMP research objectives. New conceptual frameworks for the IT adoption process and conceptions of customer value are co‐created by executive students and the authors. It shows that managers are able contributors to theory development. The paper concludes that the living case approach provides a rich “zone of mutuality” between research and teaching.

Action learning can be used in business schools to enhance theoretical and practical understanding of complex process‐based phenomena.

The living case study is suited to post‐experience students rather than undergraduates. In addition to considering the nature of the student body, faculty should also consider fit with their personal competencies and the curriculum prior to taking this approach. However, it should be done so advisedly.

The study stimulates reflection on alternative approaches to teaching and learning in executive education, and to theory development in marketing practice.

Drawing on educational science research and concepts, this paper aims to organize and analyze prior accounting literature on the integration of research into teaching and provides evidence for the relevance of integrating research into constructivist management accounting teaching.

Evidence shall be drawn from the autoethnographic account of a case study, namely, an MiM course in a French business school.

The presentation of qualitative research plays a priming role in collective debates where knowledge is co-produced by the group of students.

The analysis opens up many avenues for future research on constructivist accounting teaching (e.g. teachers’ profiles, cross-cultural comparison) and its consequences.

The case provides examples of how, in practice and beyond general principles, the constructivist teacher adapts to his/her audience and their educational heritage. It also invites a holistic consideration of teaching arrangements, the relationships between their elements and their collective impact on learning.

The case study, the analysis of which draws on educational science frameworks and concepts, provides an in-depth account of research integration into constructivist accounting teaching.

The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS).

A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes.

Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory.

This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ.

The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues.

There is limited research and analysis of the identification and implications of using PP pedagogy.

The use of interactive, case method and other experiential teaching has a very recent history in the Czech and Slovak educational systems. Before the “Velvet revolution”, courses were typically taught using non‐interactive lecturing. Along with the recent introduction of the free market economy has come a real need for business administration courses. The Czechoslovak Management Center has attempted to introduce and foster interactive techniques through direct training and through pairing western and Czech/Slovak Faculty in the classroom. Experiences during the first 18 months revealed market resistance to interactive methods among some local faculty and students. Reviews issues which impinge on receptivity to interactive teaching on the part of Czech and Slovak Faculty and students. Identifies lessons learned and makes recommendations.