Case Development with a Local Basis: Opportunities and Responsibilities for Students

Whitt, Jerry D.; Grubbs, M. Ray; Whitt, Sue Yeager

doi:10.1080/08832323.1991.10117497

Cited by 3 publications

(4 citation statements)

References 3 publications

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“…Many researchers have described the benefits of having students write case studies as an adjunct to reading and analyzing published cases (Bailey, Sass, Swiercz, Seal, & Kayes, 2005;Forman, 2006;Jones & Woodruff, 2005;Whitt & Grubbs, 1991). These benefits can be grouped in three general categories: skills development, content application, and personal growth.…”

Section: Benefits Of Student Case Writingmentioning

confidence: 99%

“…These benefits can be grouped in three general categories: skills development, content application, and personal growth. Skills development includes improving student proficiency in written communication and interpersonal skills (Forman, 2006) and strengthening students' analytical skills and their ability to think, write, and make presentations (Whitt & Grubbs, 1991). Content application includes integrating learning and applying theory to practice skills (Jones & Woodruff, 2005) and encouraging currency in researching local companies (Whitt & Grubbs, 1991).…”

Section: Benefits Of Student Case Writingmentioning

confidence: 99%

“…Skills development includes improving student proficiency in written communication and interpersonal skills (Forman, 2006) and strengthening students' analytical skills and their ability to think, write, and make presentations (Whitt & Grubbs, 1991). Content application includes integrating learning and applying theory to practice skills (Jones & Woodruff, 2005) and encouraging currency in researching local companies (Whitt & Grubbs, 1991). Personal growth includes developing opportunities to expand personal and professional networks (Forman, 2006), stimulating creativity and increasing motivation and collegiality (Jones & Woodruff, 2005), building student confidence and composure (Whitt & Grubbs, 1991), fostering tolerance for ambiguity and incompleteness, learning to distinguish between the significant and the trivial, and providing an opportunity to develop original thought (Bailey et al, 2005).…”

Section: Benefits Of Student Case Writingmentioning

confidence: 99%

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The Undergraduate Case Research Study Model

Vega

2009

Journal of Management Education

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Student-written cases are powerful pedagogical tools that can lead to improved understanding of business situations, more informed analysis, emphasis on reflection, and clearer expository writing, all of which are critical skills for business students. Cases provide an opportunity for students to enjoy an active learning experience and derive the experiential payback that such activities offer. In this article, the author describes an innovative method for combining teaching cases and research cases that gives relatively inexperienced undergraduate students practice in applying theory to practice. The project was designed for a small business management class for which the learning objectives go beyond content and theory application; students gain the additional benefits of development of interpersonal skills, an enhanced ability to deal with ambiguity, and the extension of insight and originality. The article provides a design for the implementation of the case-writing process, sample assignments and student work, and theoretical supports that focus on qualitative methodologies. Although the disciplinary focus is small business and entrepreneurship, the process of student case writing can be readily transferred among and beyond business disciplines.

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Section: Benefits Of Student Case Writingmentioning

confidence: 99%

Section: Benefits Of Student Case Writingmentioning

confidence: 99%

Section: Benefits Of Student Case Writingmentioning

confidence: 99%

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The Undergraduate Case Research Study Model

Vega

2009

Journal of Management Education

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“…Bengtsson and Asplund (2004) have summarized much of the relatively scarce published literature on student case writing. They found that student case writing has occurred where there were few indigenous cases, such as developing countries (Hornaday, 1995;Linowes, 1999;Zufan & Tomsik, 2003), small business (Whitt, Grubbs, & Whitt, 1991), business development, and entrepreneurship (Nelson & Taylor, 1995). They also emphasized that the preparation of the teaching note was a critical aspect in determining student grades.…”

Section: Case Writingmentioning

confidence: 99%

Experiences From Cross-Institutional Exchanges of Undergraduate Business Student Written Cases

Ross

Žufan

Rosenbloom

2008

Journal of Management Education

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This article describes an undergraduate course assignment that required 134 students in 52 student teams from three universities, two in the United States and one in the Czech Republic, to write, exchange, and give constructive feedback on a student-written strategic management or international business case and its accompanying teaching note. The article describes not only the overall process of the cross-institutional exchange but also the challenges that students and faculty experienced during the exchange itself. In addition, the article presents both faculty and student perspectives on the learning benefits derived from the complete assignment. Although various aspects of the assignment may have been tried before, the authors consider the case writing assignment's undergraduate focus and its cross-institution peer feedback plan to be the innovative aspects of this learning experiment.

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Teaching management students to write research papers: A case of a Russian English‐Medium instruction university

Plakhotnik

Gionti

Rocco

et al. 2020

New Horizons in Adult Education and Human Resource Development

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Global competition in higher education has facilitated the growth of English‐medium instruction universities in countries where English is not a national language. In Europe, for example, the number of such programs at the bachelor's level has grown from only 55 in 2009 to 2900 in 2017. Colleges of business and management at these universities take a leading role in providing English‐taught programs and courses at undergraduate and graduate levels. A number of management education faculty and administrators encounter challenges related to teaching and course development in English as a second language. One of these challenges is teaching research paper writing. The purpose of this study was to explore how an approach to a research writing course used at a university in an English‐speaking country could be implemented at an English‐medium instruction university. The course involved 153 undergraduate students majoring in management and included seven sessions. To the students and the instructor English was a second language. Data were collected using qualitative and quantitative tools. Overall, the results indicate that a carefully designed course on writing a research paper can increase student writing self‐efficacy in just seven class sessions. We provide implications for instructors and administrators at English‐medium instruction universities and areas for future research.

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Case Development with a Local Basis: Opportunities and Responsibilities for Students

Cited by 3 publications

References 3 publications

The Undergraduate Case Research Study Model

The Undergraduate Case Research Study Model

Experiences From Cross-Institutional Exchanges of Undergraduate Business Student Written Cases

Teaching management students to write research papers: A case of a Russian English‐Medium instruction university

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