Strategic management and the case method

Abstract

Reports the results of a survey of UK lecturers involved in teaching strategic management to postgraduate and post‐experience students. Identifies the lecturer’s objectives in using case studies and evaluates the effectiveness of the case method in achieving those objectives. Finds that the method is successful in achieving participation and in developing communication and interpersonal skills, but less successful in the development of strategic analysis. Finds that a wide range of other methods are used in the teaching of strategic management, and that these methods can be used partly to replace and also to complement the use of case.

Learning the Lessons of Leadership: Case Method Teaching with Interactive, Computer-Based Tools and Film-Based Cases

“…Specifically, officers indicated that the module made them think about the Tripwire scenario in a way different from a way in which they would usually approach the scenario. Because one objective of case method instruction is to encourage students to broaden their thinking and challenge their perspectives (Crittenden, Crittenden, & Hawes, 1999;Jennings, 1996;Kreber, 2001;Richardson, 1994;Stewart & Dougherty, 1993), these findings are encouraging.…”

“…In actuality, case method instruction has been a popular approach for developing leaders since the early twentieth century when Harvard made case method instruction an integral part of its Business School curriculum (Gragg, 1982;Jennings 1996). Since that time, case method instruction can be found in many professional disciplines, including the medical, teaching, and legal domains (e.g., Jennings, 1996;Stewart & Dougherty, 1993;Tarnvik, 2002;Wright, 1999). While many variations of case method instruction exist today, case method instruction generally consists of two fundamental components.…”

“…This characteristic maps to M. David Merri' (2002) first principle of instruction: learners should be engaged in real world problem solviiig. While many cases are extracted from historical accounts, it should be noted that it is not required that a case be a true event (Jennings, 1996;Maltby, 2001). Instead, it is more important that the case be reasonably realistic and complex, and also stimulate intelligent discussion among students in such a way that students will be better prepared for dealing with real world problems.…”

Live Case Analysis: Pedagogical Problems And Prospects In Management Education

“…Each role highlights a different approach for moving students through the learning process. Jennings (1996Jennings ( , 1997 and Siciliano and McAleer (1997) extend this work by offering insights to the specific use of the case method in the teaching of strategic management which is the primary focus of this research.…”

Using case studies in managment education: the student perspective

“…In short, cases pose exactly the sort of situations students are likely to encounter in their managerial roles (Orpen 2000). Jennings (1996) summarises some frequently cited learning objectives associated with the case study method. Cases can be used to acquire knowledge, confront the complexity of specific situations, develop analysis and synthesis and relate theory to practice.…”