Teaching with Case Studies: An Empirical Investigation of Accounting Lecturers' Experiences

Abstract

The case study method has come under increasing attention in recent decades with some writers extolling its potential to promote deeper learning. However, in the area of accounting education, ongoing calls for its use are not matched with similar accounts of successful use. Using a phenomenological approach, this study explores how accounting lecturers at an Irish university experience teaching with case studies. Three categories of description emerge: controller, facilitator, and partner. Of these, only the partners apply the case method with the explicit intention of fostering deeper learning and personal development. This suggests that, to inform the debate on its potential benefits, more extensive consideration needs to be paid to the manner in which accounting educators actually engage with the case method. Research in accounting education should move beyond consideration of teaching method to focus on the underlying affective and institutional factors which colour interpretation of the teaching context.Case-based teaching, lecturer experience, teaching approach,

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

“…Also, it is seen as an integral tool for developing: discovery, problem solving, and collaboration skills of learners (Healy & McCutcheon, 2010). The Case: The primary issue in this case is the surprising global shortage of skilled workers.…”

The Use of Case Studies in Undergraduate Business Administration

“…The instructor's role, an element of atmosphere, has been described as that of a "coach" (Gitman et al, 1987) or "partner" (Healy & McCutcheon, 2010). In that role, instructors are more active in conducting the class but allow students to participate more than they would in a typical lecture class.…”

“…This might occur because undergraduates lack the business experience that graduate students usually have. Healy and McCutcheon (2010) Proper training is one of the main ways to learn the craft of case discussion facilitation (Gill, 2011), thus reducing the risk that cases will amount merely to the illustration of theories (Foster & Carboni, 2009) when taught by instructors who do not fully understand the philosophy behind cases. Writing cases is considered to be part of the teaching-learning process.…”

Corporate Associate Partnerships: Practitioners’ Involvement in the Delivery of an Auditing Course Based on a Case-Study: A Teaching Resource

“…Consequently, there is wide coverage in the literature of the importance of bringing real-life appreciation and application into accounting teaching (Boyce et al, 2001;Drake, 2011;Healy & McCutcheon, 2010;Montaño et al, 2001). Beyond this, the specific involvement of practitioners in academic courses highlights the practical relevance of learning and helps to more fully prepare accounting students for employment (Bonk & Smith, 1998;Cranmer, 2006;Howieson, 2003;Wells et al, 2009).…”