Understanding students’ experience of transition from lecture mode to case-based teaching in a management school in India

Teaching organizational behavior in the bachelor of tourism through the case study method

“…This study contributes to the body of research that has characterized hospitality and tourism students as activist learners (e.g., Lashley, 1999) and provide empirical evidence that supports this notion by highlighting students' satisfaction with the carried-out intervention. In addition, the findings here align with most of the case study method literature (e.g., Roy & Banerjee, 2012) supporting the benefits as a teaching tool for students enrolled in the bachelor's degree in tourism in the specific course of organizational behavior.…”

“…Cases normally involve the presentation of a story, often through a written description that requires students to engage in a process of decision-making with regards to a particular real-world based situation (Barnes, Christensen, & Hansen, 1994;Herreid, 2011). The reader often adopts the role of the decision maker, specifically, cases often propose problems for which students have to find solutions after carefully analyzing the data and information provided (Richardson, 1993;Roy & Banerjee, 2012). For example, we can confront students with the situation of a young student that has been working in the department of human resources of a hotel where the supervisor frequently adopted empowering behaviors such as constant exchange of ideas and participative decisionmaking processes but later in his new job he has found a new leader that restrain team members' participation by assigning tasks to workers and establishing performance goals .…”

“…The case study method implies the use of cases for teaching purposes in order to encourage students' active participation that improves their satisfaction with the course and benefits their learning outcomes (Roy & Banerjee, 2012). Although several limitations of the case study method have been pointed out in previous literature such as the unbalanced interaction between instructors and students (Argyris, 1980), failures at selecting unfamiliar cases for students (Chang, Kwan-Ling, Karen, Bosco, & Lai-kuen, 2005), or concerns about students' previous professional experience (Roy & Banerjee, 2012) it appears to be a good teaching method. The case study method is a suitable teaching strategy to improve learning outcomes because it is suitable to develop communicative and interpersonal skills, group decision-making and problem-solving skills, strategic thinking and analytical capabilities (Chang et al, 2005;Richardson, 1993).…”

Sustainable Learning in Higher Education

“…Teachers act as promoters of discussions and students have to come prepared and ready to participate actively in class (Roy & Banerjee, 2012 ). The case-study method has also been criticized for not being true to managerial reality, due to its inability to capture the full complexity or scope of the business environment and organizational life (Parast, 2010 ).…”

Innovation and Teaching Technologies

“…It could previously be associated with the use of the case-method in education in medieval times, when it was employed for solving moral or religious problems (Gallego et al 2013 ) or the Socratic discourse in ancient Greece (Roy and Banerjee 2012 ). Today the teaching of casemethod has become a very popular mode of pedagogy, especially in Business Schools, all around the world (Roy and Banerjee 2012 ).…”