The use of case studies in OR teaching

Penn, Marion L.; Currie, Christine S. M.; Hoad, Kathryn; O’Brien, Frances A.

doi:10.1080/23752696.2015.1134201

Cited by 35 publications

(28 citation statements)

References 11 publications

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“…A recent survey by Penn et al (2016) investigated the use of case studies to teach OR/MS in United Kingdom institutions. The results of this survey coincide with OR/MS core competencies discussed above, finding that case studies are primarily used to develop analytical skills, to help students determine which analytical approaches are appropriate for the given scenario, to understand the problem and identify the important issues and considerations, and to explain results and recommendations in written form.…”

Section: Managers and Model Builders Effectivelymentioning

confidence: 99%

“…Early literature on using cases in the OR/MS classroom often lamented the lack of appropriate case studies to use in courses [e.g., Aggarwal and Khera (1978), Goffin (1998), and even some more recent studies, such as Penn et al (2016)]. Today, vast case libraries such as Harvard Business Publishing, Darden Business Publishing, Ivey Business Publishing, and The Case Centre provide instructors with access and the ability to use thousands of cases in their courses.…”

Section: Consider Writing Your Own Casesmentioning

confidence: 99%

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Teaching OR/MS with Cases: A Review and New Suggestions

Drake

2019

INFORMS Transactions on Education

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Please scroll down for article-it is on subsequent pagesWith 12,500 members from nearly 90 countries, INFORMS is the largest international association of operations research (O.R.) and analytics professionals and students. INFORMS provides unique networking and learning opportunities for individual professionals, and organizations of all types and sizes, to better understand and use O.R. and analytics tools and methods to transform strategic visions and achieve better outcomes. For more information on INFORMS, its publications, membership, or meetings visit Abstract. Teaching cases have become a cornerstone of operations research and management science (OR/MS) education since the early 1990s, when the focus of the pedagogy largely shifted to an applied, model-building emphasis. I provide a review of the literature related to the use of teaching cases in general as well as their use specifically within OR/MS courses. I discuss the pedagogical benefits and the challenges in using teaching cases to teach OR/MS methods and their application. I conclude by offering some practical suggestions to assist instructors looking to implement cases in their classrooms for the first time or to improve their effectiveness in using teaching cases.

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Section: Managers and Model Builders Effectivelymentioning

confidence: 99%

Section: Consider Writing Your Own Casesmentioning

confidence: 99%

Teaching OR/MS with Cases: A Review and New Suggestions

Drake

2019

INFORMS Transactions on Education

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“…Although the use of real-world case study material has become a standard teaching method in many disciplines, for instance business, law and medicine (Penn et al, 2016), limited empirical research has been conducted to support the perceived usefulness of case studies for teaching pervasive skills (Boyce, 2004;Weil, Oyelere, Yeoh, & Firer, 2001;Wolcott et al, 2002). In order to approach reform in accounting education, it is imperative to gain an understanding of the environment in which students reside (Morris, Burnett, Skousen, & Akaaboune, 2015).…”

Section: Introductionmentioning

confidence: 99%

Accounting Education in an Open Distance Learning Environment: Case Studies for Pervasive Skills Enhancement

Reyneke¹,

Shuttleworth²

2018

Turkish Online Journal of Distance Education

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Distance learning institutions allow access to many students who do not enjoy the luxury of studying fulltime at contact-based universities by providing flexibility in terms of time, space and finances. Globally, accountants are vital for the economy and it is important that higher education institutions empower them with the necessary skills to face the volatile working environment. Equipping accounting students with only discipline-specific knowledge, does not result in practice-ready accountants, which cause great concern for professional accounting bodies as well as employers. Pervasive skills are soft skills, also sometimes referred to as personal attributes allowing effective interaction between people. Using case studies to develop pervasive skills in accounting education, specifically in Open Distance Learning (ODL) institutions, is regarded as a fairly unexplored area. A qualitative research approach was followed whereby interviews were conducted with management members of the College of Accounting Sciences (CAS) at the University of South Africa (UNISA). The interviews provided insight into how ODL accounting educators in a developing country perceived the need to introduce a case study-based module to develop pervasive skills. It is recommended that the training of distance education accounting students should be adapted to include case studies for pervasive skills development.

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“…The case method is based on the principle of "learning by doing" and the Socratic method of inclass discussions (Barnes et al 1994). In the OR literature, the success of the case method has been shown by various authors over the years, predominantly in business schools (Böcker 1987, Bodily 1996, Bell and von Lanzenauer 2000, Cochran 2000, Penn et al 2016. Most business schools now use the case method to teach at least some of their courses.…”

Section: Introductionmentioning

confidence: 99%

“…As a result, many recent instructors have adopted innovative approaches for teaching OR, including games (Chan 2013, Snider et al 2017, interactive tools (Nurre and Weir 2017), and case studies (Penn et al 2016). The latter category builds on the well-known case teaching method that has been particularly successful in business schools (Barnes et al 1994, Bodily 1996, Bell and von Lanzenauer 2000, especially at the graduate level (e.g., Bodily 1996).…”

Section: Introductionmentioning

confidence: 99%

A Case-Based Undergraduate Operations Research Course

Frances

Terekhov

2019

INFORMS Transactions on Education

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Abstract. This paper describes a purely case-based undergraduate operations research course that has been successfully run in the industrial engineering program at the University of Toronto for 11 years. We describe the structure of the course, including the process adopted for solving the weekly cases, student assessment methods, and the choice of cases. Student feedback suggests that the course enhances the learning experience through the principle of learning by doing, provides a platform for integration of operations research methods learned in earlier classes, can be conducive to improving communication skills, and addresses the gap between theory and practice through a simulated workplace environment.

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The use of case studies in OR teaching

Cited by 35 publications

References 11 publications

Teaching OR/MS with Cases: A Review and New Suggestions

Teaching OR/MS with Cases: A Review and New Suggestions

Accounting Education in an Open Distance Learning Environment: Case Studies for Pervasive Skills Enhancement

A Case-Based Undergraduate Operations Research Course

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