The Case Study Challenge – A New Approach to an Old Method

Romm, Tsilia; Mahler, Sophia

doi:10.4135/9781473915480.n10

Cited by 3 publications

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“…These design components differentiate PBL from other methods of management education including case instruction as frequently used in business schools (Christensen 1987;Romm and Mahler 1991;Garvin 2003). We shall elaborate on these features as we describe the design of the LOC course.…”

Section: Downloaded By [Dut Library] At 05:08 08 October 2014mentioning

confidence: 99%

“…Over the past 30 years, the global demand for graduate education in the professions to meet increasingly ambitious goals has led to experimentation with a variety of innovative methods of learning in universities (Bridges 1977; Barrows and Tamblyn 1980;Bok 1989;Romm and Mahler 1991;Murphy 2006;Bates and Eacott 2008). For example, learner-centered approaches reported internationally in management education programs include case teaching (Christensen 1987;Romm and Mahler 1991;Garvin 2003;HBS 2008), problem-based learning (PBL) (Bridges and Hallinger 1995;Merchant 1995;Copland 2000;Sherwood 2004;Hallinger and Bridges 2007), cooperative and collaborative group learning (Nelson and Obremski 1990;Johnson, Johnson, and Smith 1991;Kimber 1996), and simulation-centered learning (Romme and Putzel 2003;Lean et al 2006;Salas, Wildman, and Piccolo 2009).…”

Section: Introductionmentioning

confidence: 99%

“…For example, learner-centered approaches reported internationally in management education programs include case teaching (Christensen 1987;Romm and Mahler 1991;Garvin 2003;HBS 2008), problem-based learning (PBL) (Bridges and Hallinger 1995;Merchant 1995;Copland 2000;Sherwood 2004;Hallinger and Bridges 2007), cooperative and collaborative group learning (Nelson and Obremski 1990;Johnson, Johnson, and Smith 1991;Kimber 1996), and simulation-centered learning (Romme and Putzel 2003;Lean et al 2006;Salas, Wildman, and Piccolo 2009). This experimentation with new learning designs in professional education is a positive development that needs to be augmented by more systematic empirical assessment (Feinstein *Corresponding author: Email: hallinger@gmail.com P. Hallinger et al 2001; Major and Palmer 2001;Adobor and Daneshfar 2006;Steadman et al 2006;Salas, Wildman, and Piccolo 2009).…”

Section: Introductionmentioning

confidence: 99%

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Learning to lead organizational change: assessment of a problem‐based simulation in Thailand

Hallinger

Showanasai

2010

Educational Review

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This paper presents findings of a study that evaluated the instructional effectiveness of a problem-based learning module constructed around a computer simulation, Making Change Happen™. The Leading Organizational Change (LOC) course sought to enable students in a graduate management program in Thailand to learn to lead complex changes in organizations. This research compared student evaluation data collected from 1696 students who studied the LOC class over a seven-year period with evaluations of other courses that employed problem-based learning and courses that used a variety of instructional methods. The results revealed that students' ratings of the LOC course were both consistently high in absolute terms, and significantly higher than the comparison courses. The learning design employed in the LOC course facilitates students' action-directed learning, enhances student engagement, and uses assessment methods that support student learning. While the study did not directly assess learning outcomes, the results suggest that the problem-based, simulation-centered approach employed in the LOC course successfully responds to key critiques leveled at education in the professions in general, and management education in particular.

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Section: Downloaded By [Dut Library] At 05:08 08 October 2014mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning to lead organizational change: assessment of a problem‐based simulation in Thailand

Hallinger

Showanasai

2010

Educational Review

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“…Scholars including Romm and Mahler (1991)and Osigweh (1989) have conducted quite a lot of researches on the objectives of case teaching, forming different opinions about different issues, ranging from the acquisition of professional knowledge to the improvement of communicative abilities, from the acquisition of specialized knowledge to the recognition of and solution to problems from a strategic perspective.…”

Section: Objectives Of Case Teaching and The Three-dimensional Cubic mentioning

confidence: 99%

A Study on Difficulty Applicability and Teaching Forms of Management Case Teaching in Undergraduates

Chen

Zhao

Ding

2009

IJBM

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Management, a basic course, calls for improvement in its teaching methods. Case teaching is being extensively employed since real management practice is simulated in it.In spite of some existing researches on "how to divide cases in difficulty" and "the objectives of case teaching", only a few of them are on the relations between the difficulty of case teaching and the reception of teaching objects. We are lacking in studies on class scale, class time allocation and the number of participants in this field, not to mention those on undergraduates. Based on the three-dimensional cubic model of case difficulty, this paper conducts an empirical research on undergraduates in questionnaire surveys and semi-structured interviews. It is shown in this research that complex cases with multi perspectives involving low difficulty in information collection and analysis are more suitable for students at this stage. In addition, the time allocated for case teaching should be nearly 50% and major and minor cases can be mixed in each chapter. It is also better to have case teaching with a two-class scale.

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“…As long ago as 1940, Charles Gragg, a professor at the Harvard Business School, stated: 'Education in the professions should prepare students for action'. Gragg and his colleagues subsequently developed case teaching as a vehicle designed for achieving this goal (Barnes et al, 1994;Christensen, 1987Christensen, , 1991Garvin, 2003;Gragg, 1940;Romm and Mahler, 1991). Yet, despite the widespread use of case teaching, critics continue to allege a lack of efficacy in bridging theory and practice in management education programmes (Bennis and O'Toole, 2005;Bridges, 1977;Heskett, 2005;Milter and Stinson, 1995;Mintzberg, 2002;Pfeffer and Wong, 2004;Romme and Putzel, 2003).…”

Section: Introductionmentioning

confidence: 99%

Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation

Hallinger

2011

Management Learning

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Problem-based learning (PBL) has attracted increased interest in higher education due to claims that it provides a more active and productive learning environment.Yet, to date, most empirical research on the instructional effectiveness of PBL has been conducted in medical education. This article examines the instructional effectiveness of a problem-based curriculum at a business school in Thailand. The quasi-experimental study draws on seven years of student evaluation data to compare the instructional effectiveness of courses offered in a PBL track with other courses taught in the college. The results suggest that students perceived PBL as an effective approach to learning. PBL courses fostered a more active, engaging classroom environment that helped graduate management students understand how to apply theory to practice. The findings offer initial empirical support for the use of PBL in management education and counter the belief that Asian students are not responsive to learner centred approaches to education.

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The Case Study Challenge – A New Approach to an Old Method

Cited by 3 publications

References 0 publications

Learning to lead organizational change: assessment of a problem‐based simulation in Thailand

Learning to lead organizational change: assessment of a problem‐based simulation in Thailand

A Study on Difficulty Applicability and Teaching Forms of Management Case Teaching in Undergraduates

Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation

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