Search results

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.

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.

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 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”.

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

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.

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.

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

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.

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.