Grounded Learning From a Strategy Case Competition

Abstract

This article describes a case competition that reflects the four elements of a grounded learning exercise. These elements include creating a real-world experience, optimizing learning transfer, integrating theory and practice, and shifting learning responsibility to the students. The authors also provide details on implementing this exercise in an undergraduate capstone strategy course and using a real-time case that brings the competition to life.

The Use of Case Study Competitions to Prepare Students for the World of Work

“…This reinforces further the notion that grounded learning experiences are inherently superior to other pedagogical approaches for teaching the knowledge and skills deemed desirable by employers (Corner et al, 2006).…”

“…In a typical competition, teams of students are provided with a realistic scenario -usually a particular situation that requires developing an appropriate action plan (Rebeiz, 2011). After a specified time, each team presents its proposed solution to the problem to a panel of judges who are considered experts in the area represented in the case study; the judges subsequently decide which team developed the best response to the given circumstances (Corner et al, 2006). Various research studies support the positive learning outcomes associated with case study competitions (Menna, 2010;Corner et al, 2006).…”

“…Grounded learning involves designing classroom activities and exercises that are interactive and empower students to collaborate and cultivate strong peer relationships (Corner et al, 2006). As a form of grounded learning experience, case study competitions expose students to real world experiences, encourage them to take ownership of their learning and help to assimilate their ideas into theory and practice (Rebeiz, 2011).…”

“…After a specified time, each team presents its proposed solution to the problem to a panel of judges who are considered experts in the area represented in the case study; the judges subsequently decide which team developed the best response to the given circumstances (Corner et al, 2006). Various research studies support the positive learning outcomes associated with case study competitions (Menna, 2010;Corner et al, 2006). Case competitions provide an opportunity for students to work in self-directed teams, which mirrors what many of them will encounter after graduation (Kunselman and Johnson, 2004).…”

Student Perception of Benefits from Being Engaged in International Case Study Competitions

“…A case study competition exposes students to real world experiences, encourages them to take ownership of their learning and helps them assimilate their ideas into theory and practice (Burke et al, 2013). This optimizes learning transfer and shifts learning responsibility to the students to set learning goals and apply effective learning strategies (Corner, 2006, Yueet al, 2016.There are three stages of the learning process for fast tackling cases that helps students achieve superior results. This three step case learning process consists of: individual preparation, small team and large team discussion (Maufefette-Leenders et al, 1999).…”