The Real-Time Case Method: Description and Analysis of the First Implementation

Kilbane, Clare; Theroux, James; Sulej, Julian C.; Bisson, B G; Hay, David; Boyer, Dennis L.

doi:10.1023/b:ihie.0000048794.27286.7c

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…A recent study found that students can quickly find the solutions to most cases online, and this may negate the quality and intent of using words to create thoughtful answers that are supposed to be developed by students. There are alternative approaches to using the case method that may help reduce this problem, such as not using pre-written cases and instead require students to develop their own case analysis format, use local companies and data (Johnson and Helms, 2008), use a real-time case method (Kilbane et al, 2004;Theroux and Kilbane, 2004), change the classifications for framing cases and emphasize that students do contrasting cases analyses (Sparks and Langford, 2013). Interestingly, and perhaps fortunately, new instructional technology may also enable options to address some of the modern case study method problems.…”

Section: Brief Review Of Related Literaturementioning

confidence: 99%

Balancing instructional techniques and delivery formats in capstone business strategy courses

Alstete

Beutell

2016

Quality Assurance in Education

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Purpose – The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats. Design/methodology/approach – This is a concept paper with elements of theory building from the case of business strategy courses. After an overview of relevant research along with past and current practices, capstone course content projects and assignments are discussed in relation to delivery formats such as on-campus, hybrid partial online and full distance education. Findings – Faculty and academic departments choosing project assignments should seek to create an integrative learning experience for students using carefully balanced delivery methods and content. Each of the instructional methods and delivery systems have certain advantages, and the use of these techniques is not mutually exclusive, in that some faculty members may choose to teach course sections using multiple learning systems. Originality/value – As colleges and universities increase the range of instructional techniques and delivery formats, it is especially important to harmonize these methods with learning objectives for capstone learning experiences. Concepts for balanced integration and synthesis of topics are proposed for different instructional methods and delivery formats that can be applied in other disciplines. Using pedagogical content knowledge as a basis for improving teaching and learning is necessary to achieve balanced integration.

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Section: Brief Review Of Related Literaturementioning

confidence: 99%

Balancing instructional techniques and delivery formats in capstone business strategy courses

Alstete

Beutell

2016

Quality Assurance in Education

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“…Most weeks, the case team was able to produce PowerPoint slides that summarized the technical notes that accompanied the cases. A full report on faculty experience in 2001 is published elsewhere [2]. A report on the faculty experience in 2004 is forthcoming.…”

Section: F Producing Materials and Communications For Facultymentioning

confidence: 99%

“…A description of what a real-time case looks like and how it works are available at http://intra.som.umass.edu/theroux. An evaluation was conducted on how RTC was received by participating students [1] and by faculty [2].…”

Section: Introductionmentioning

confidence: 99%

What It Takes to Innovate: The Experience of Producing an Online, Real-Time Case Study

Theroux¹

2019

OLJ

Self Cite

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The case method can be classified as a type of experiential learning because students treat the problem in the case as if it were real and immediate. Until the Internet there was no practical way for cases to actually be real and immediate. The Internet makes possible instantaneous distribution of cases, and it makes possible their creation in real time. This article describes a recent attempt to use the Internet to bring business reality to business courses, and to facilitate communication among instructors, students, and the case company. It explores the challenges and difficulties involved in producing a new type of case study, and it assesses the feasibility of doing so on a regular basis. The goal of the author is to stimulate a dialog about how the Internet can be used to move forward all of our teaching methods, but especially the one that is prominent in schools of business: the case method.

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“…Textbooks in the discipline are sprinkled with illustrative examples of corporate actions (see for example: Kreitner 2007, Schermerhorn, Hunt and Osborn 2005). The widely used "case" method, and its modifications, aimed at giving students a flavor of real world business, often describes corporations (David 2007, Kilbane, Theroux and Sulej, 2004, Richardson and Ginter 1998, Rowe 2007. Other methods like the experiential approach (McCarthy and McCarthy 2006) further build on the interaction between students and businesses.…”

Section: Introductionmentioning

confidence: 99%

Business Web: Discovering Corporate Links

Lakshminarayanan

Rain

2008

AJBE

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Business education requires students to have knowledge about corporations and the relationships between them. Sometimes students, in particular non-traditional ones, may not have either this knowledge or the skills required to obtain it. The Business Web guides students in acquiring information about businesses and understanding their inter-connections. As they build Business Webs, students are also trained in knowledge management acquiring, evaluating and using domain related information. The Business Web is a simple, powerful, flexible and student driven tool, with potential for general use.

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The Real-Time Case Method: Description and Analysis of the First Implementation

Cited by 6 publications

References 4 publications

Balancing instructional techniques and delivery formats in capstone business strategy courses

Balancing instructional techniques and delivery formats in capstone business strategy courses

What It Takes to Innovate: The Experience of Producing an Online, Real-Time Case Study

Business Web: Discovering Corporate Links

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