For and against the case method

Stonham, Paul

doi:10.1016/0263-2373(95)90003-9

Cited by 15 publications

(12 citation statements)

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“…Instructors frequently use lectures, a traditional method (Angehrn & Nabeth, 1997); analyses of cases, both written and oral (Stonham, 1995); and many variations of the experiential methods, such as problem-solving exercises (Chen, 2000;Holman, 2000;Martin, 2000). Other frequently used instructional methods include group discussions involving students and often the instructor as guide (Zuber-Skerritt, 1995) and computer simulations (Martin, 2000;Pfahl, Klemm, & Ruhe, 2001).…”

Section: Robin T Peterson Lakshmi Govindarajulumentioning

confidence: 98%

Historical Cases as Teaching Tools in Management Courses—An Appraisal

Peterson

Govindarajulu

2003

Journal of Education for Business

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Section: Robin T Peterson Lakshmi Govindarajulumentioning

confidence: 98%

Historical Cases as Teaching Tools in Management Courses—An Appraisal

Peterson

Govindarajulu

2003

Journal of Education for Business

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“…While the use of teaching cases in management education has a rich history, the case method has been criticised for reducing management to the tasks of collecting information and making decisions (Stonham, 1995), and for providing students with a false confidence by increasing their tolerance for ambiguity and encouraging risk-taking (Shugan, 2006). This article argues that it not the case method per se that is the problem, but the 'ideal-type' decision-focused case which dominates the teaching of business ethics, in which students are presented with a manager needing to make decisions in the face of an ethical dilemma.…”

Section: Conclusion: Business Ethics and The Management Professionalmentioning

confidence: 99%

Beyond the Manager’s Moral Dilemma: Rethinking the ‘Ideal-Type’ Business Ethics Case

Bridgman

2010

J Bus Ethics

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“…Other shortcomings of the case study method include a focus on the past and static situations, ignoring the dynamic processes of management (Osigweh 1989, Stonham 1995. Cases, it is argued, rarely provide a broad, holistic perspective of management and encour-age the idea that management is all about collecting information and making decisions (Stonham 1995).…”

Section: T Th He E C Ca As Se E S St Tu Ud Dy Y M Me Et Th Ho Od Dmentioning

confidence: 99%

“…Cases, it is argued, rarely provide a broad, holistic perspective of management and encour-age the idea that management is all about collecting information and making decisions (Stonham 1995). Further, cases are authored texts bearing the imprint of the writer, and so need bear little resemblance to any supposed 'reality' (Cameron 1999).…”

Section: T Th He E C Ca As Se E S St Tu Ud Dy Y M Me Et Th Ho Od Dmentioning

confidence: 99%

“…Third, given the profusion of case material in texts (Gurd 2001) and through case clearing houses, and the availability of teaching notes with most cases, there is the suspicion that this approach is popular with instructors because of its convenience rather than because it leads to deep learning. Put bluntly, 'they are a godsend for laziness' (Stonham 1995). This paper reports on an empirical study conducted in two UK higher education institutions to investigate student perceptions of the case study approach to learning strategic management and marketing.…”

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confidence: 99%

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Using case studies in managment education: the student perspective

Brennan¹

2005

IJME

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U Us si in ng g c ca as se e s st tu ud di ie es s i in n m ma an na ag ge em me en nt t e ed du uc ca at ti io on n: : t th he e s st tu ud de en nt t p pe er rs sp pe ec ct ti iv ve e Ross Brennan and S. Jaseem Ahmad, Middlesex University Business School AbstractCase studies are widely used in management education. Most of the literature discussing the case study method has reflected the perspective of the teacher, implying a teacher-centred view of the case study as a learning strategy. Little is known about the student perspective on case studies. If we are to use the case study method as a component of a student-centred learning experience, then we must know how students perceive case studies, and understand the differences in attitude towards case studies that are found between different groups within the student body. This paper reports on a study of 288 final-year undergraduate students at two UK higher education institutions and is designed to uncover their views about the case study method. All of the respondents were currently enrolled on a strategic marketing or strategic management module on which case studies were used as a key component of the teaching and learning strategy. In general, students believed case studies to be useful as a method of acquiring skills and knowledge. The inherent ambiguity of the complex case study, grounded in business realities, can cause anxiety among some students. There is evidence of marked differences in attitude towards case studies between students with different entry qualifications and with different ethnic backgrounds. Older students are found to have more favourable attitudes to case studies than younger students. These findings have practical implications for the effective use of the case study method. Lecturers using this approach need to be aware of the likely differences of attitude towards case studies of students in their class, and consider these when designing appropriate teaching and learning strategies.

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For and against the case method

Cited by 15 publications

References 0 publications

Historical Cases as Teaching Tools in Management Courses—An Appraisal

Historical Cases as Teaching Tools in Management Courses—An Appraisal

Beyond the Manager’s Moral Dilemma: Rethinking the ‘Ideal-Type’ Business Ethics Case

Using case studies in managment education: the student perspective

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