The Use of Case Studies in Undergraduate Business Administration

Abstract

We develop constructs to evaluate the factors influencing the degree of students' acceptance of cases. In our proposed framework, student acceptance is affected by the case selection, intensity of faculty use, training, course type and level, level of instructor expertise, teaching atmosphere, and the faculty's beliefs about the usefulness of the case method. Our sample includes faculty teaching quantitative or qualitative courses across several disciplines in undergraduate business administration. Responses to a survey are analyzed using factor analysis and regression. The quantitative analysis is complemented by interviews with a subset of expert faculty using a two-round modified Delphi technique. This study may be limited by the fact that it measured faculty perceptions of the degree of students' acceptance of cases, rather than student acceptance directly. Future research might survey students or use students' courses evaluations to validate or contradict our results.KEYWORDS | Case teaching in business, undergraduate management education, factor analysis, quantitative and qualitative research, modified Delphi technique. RESUMO Desenvolvemos construtos para avaliar os fatores que influenciam o grau de aceitação dos alunos em rela-

Business students' perspectives on case method coaching for problem-based learning: impacts on student engagement and learning performance in higher education

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“…The case method coaching is used to immerse students in realistic business situations (Trejo-Pech and White, 2017). Case method learning and coaching approaches aimed to provide business students with the opportunity to promote dynamic group discussion (Bonney, 2015) or self-directed learning teamwork (Rezaee and Mosalanejad, 2015).…”

O uso de casos de ensino nos cursos de Administração de Empresas no Brasil

“…Também com essa mesma preocupação, a FGV-EAESP lançou, em 2010, a GVcasos -Revista Brasileira de Casos de Ensino em Administração (s. d.). Justifica-se, portanto, que da busca total realizada (a fase de seleção, descrita no capítulo 2), 80% das referências eram descrições de caso e das referências efetivamente analisadas nessa revisão, 30% eram sobre como escrever casos de ensino (ALBERTON, SILVA, 2018;ASSIS et al, 2013;ARAÚJO, REJOWSKI, LEAL, 2012;SERAFIM, OLIVEIRA, MOTTA, 2013;TREJO-PECH, WHITE, 2017;VALDEVINO et al, 2017).…”

The social progress on the development of global competitiveness

“…Some studies demonstrate the benefits of collecting and analyzing quantitative and qualitative data in organizational diagnosis, and so the integration of these two kinds of data might favor a broader scenario for further analysis (Alexander Di Pofi, 2002;Trejo-Pech and White, 2017;Huarng et al, 2018).…”