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Case study
Publication date: 8 May 2018

Marlene 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…

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.

Details

The CASE Journal, vol. 14 no. 3
Type: Case Study
ISSN: 1544-9106

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Article
Publication date: 14 November 2008

Pavel Štrach and André M. Everett

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…

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1935

Abstract

Purpose

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.

Design/methodology/approach

Literature review with discussion.

Findings

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.

Practical implications

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.

Originality/value

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).

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 3 no. 3
Type: Research Article
ISSN: 1746-5648

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Article
Publication date: 1 March 2006

Kavous Ardalan

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

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1057

Abstract

Purpose

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

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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.

Details

International Journal of Social Economics, vol. 33 no. 3
Type: Research Article
ISSN: 0306-8293

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Article
Publication date: 3 October 2016

Marina Kirstein and Rolien Kunz

Individual students have different learning styles, and lecturers can no longer afford to ignore this. Lecturers have a responsibility to accommodate students’ different…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Meditari Accountancy Research, vol. 24 no. 4
Type: Research Article
ISSN: 2049-372X

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Article
Publication date: 1 February 2008

Victoria Little, Richard Brookes and Roger Palmer

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…

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1418

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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

Practical implications

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.

Originality/value

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

Details

Journal of Business & Industrial Marketing, vol. 23 no. 2
Type: Research Article
ISSN: 0885-8624

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Article
Publication date: 31 May 2019

Annick Ancelin-Bourguignon

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…

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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

Research limitations/implications

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

Practical implications

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.

Originality/value

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.

Details

Qualitative Research in Accounting & Management, vol. 16 no. 4
Type: Research Article
ISSN: 1176-6093

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Article
Publication date: 9 February 2021

Janette Brunstein, Mark Edward Walvoord and Ed Cunliff

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…

Abstract

Purpose

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).

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 October 1994

Dorothy Marcic and Carol Pendergast

The use of interactive, case method and other experiential teaching hasa very recent history in the Czech and Slovak educational systems.Before the “Velvet revolution”…

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276

Abstract

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.

Details

Journal of Management Development, vol. 13 no. 7
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 1 July 2006

Andreas Muhar, Ulli Vilsmaier, Michaela Glanzer and Bernhard Freyer

The purpose of this paper is to describe experiences with the initiation of transdisciplinarity in academic case study teaching with special reference to regional…

Abstract

Purpose

The purpose of this paper is to describe experiences with the initiation of transdisciplinarity in academic case study teaching with special reference to regional planning, based on the case study “Leben 2014 (Life 2014) – perspectives for regional development in the national park region Ober‐pinz‐gau, Salzburg”.

Design/methodology/approach

The methodology used, was the evaluation of process steps of the project, based on the general project concept, protocols and questionnaires.

Findings

A key for successful transdisciplinary cooperation is the integration of non‐academic actors at an early stage of the project. Important principles are the implementation of a structure of communication and networking in the case study region and the definition of rules of collaboration. The establishment of personal relations and network building is indispensable in order to guarantee a constant and broad exchange between all participants. Joint decision‐making processes are essential for stable cooperation, which includes a joint problem definition process at the outset of the case‐study phase as well as joint responsibility for decisions and joint ownership of ideas during and after the case‐study phase.

Practical implications

Transdisciplinarity in case‐study teaching also requires thorough preparation of academics. A constant discussion of different approaches to inter‐ and transdisciplinarity, the adaptation of existing conceptual frameworks to the specific requirements of the current case, the building of a committed teaching team and joint teaching of classes are all important. The careful selection of students and their specific preparation with respect to methodology and content are prerequisites for a successful outcome of a transdisciplinary case study.

Originality/value

The paper describes the experience of initiating transdisciplinarity in academic case study teaching.

Details

International Journal of Sustainability in Higher Education, vol. 7 no. 3
Type: Research Article
ISSN: 1467-6370

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Book part
Publication date: 17 December 2003

Sandra K Abell and Katherine S Cennamo

This chapter details our story of developing and using a series of videocases in elementary science teacher preparation. The Reflecting on Elementary Science videocases…

Abstract

This chapter details our story of developing and using a series of videocases in elementary science teacher preparation. The Reflecting on Elementary Science videocases provide models of best practices in reform-based elementary science teaching. They reduce the complexity of teaching into a manageable story situated in a specific context, so that preservice teachers can uncover and reflect upon their theories about science learning and teaching. Through an accompanying research program, we have found that the videocases perturb student thinking and catalyze them to think like a teacher as they refine their science education theories.

Details

Using Video in Teacher Education
Type: Book
ISBN: 978-1-84950-232-0

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